University Student Satisfaction: Implications for Departmental Planning

Morgan, George A.; Shim, Soyeon

doi:10.1177/1077727x9001900106

Cited by 13 publications

(20 citation statements)

References 10 publications

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“…In this regard, satisfied alumni are important because evidence shows that through word-of-mouth they help attract new students which in turn increases financial assistance to the university (Helgesen & Nesset, 2007;Martin, Milne-Home, Barrett, Spalding, & Jones, 2000;Marzo-Navarro et al, 2005b). Alumni perceptions have also been found to increase accountability of the university (Mangan, 1992) and alumni who are satisfied with their institution are more likely to consider further study in that institution and recommend it to others (Morgan & Shim, 1990). Another important consideration is that previous research shows that student satisfaction is also linked to student motivation (Elliott & Shin, 2002) and positive learning outcomes (Ramsden, 1991;Richardson, 2005).…”

Section: The Concept Of Student Satisfactionmentioning

confidence: 99%

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Gruber

Lowrie

Brodowsky

et al. 2012

Journal of Marketing Education

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This research uses the Kano model of satisfaction to investigate professor characteristics that create student satisfaction as well as those attributes that can cause their dissatisfaction. Kano questionnaires were handed out to 104 undergraduate students at a university in the Southwest and to 147 undergraduate students at a university in the Midwest of the USA. The two resulting Kano maps show the same delighting attributes while other satisfaction attributes are also similar.The findings reveal the importance of the personality of professors and the characteristics of professors which: a) are desired by students, b) are not desired by students, c) impact student satisfaction the most, d) impact satisfaction the least. The results also demonstrate how professors and universities can focus attention on those attributes most likely to influence satisfaction. No attributes of professors are classified as basic or taken for granted factors by students, while three attributes are excitement factors that have the potential to delight students. The findings illustrate that there is a set of multiple attributes that professors need to possess for satisfying studentprofessor classroom service encounters. Student populations appear to show strong similarities in their preferences for characteristics of professors that lead to satisfaction and dissatisfaction outcomes. 3 Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction: A Comparative StudyIncreasingly, higher education is being regarded as a service industry and universities are beginning to focus more on meeting or even exceeding the needs of their students (Davis & Swanson 2001;DeShields, Kara, & Kaynak, 2005). As a consequence, the evaluation of students' satisfaction becomes all the more important to institutions that want to retain current and recruit new students (Helgesen & Nesset, 2007). Research indicates that the recruitment of students is several times more expensive than their retention (Joseph, Yakhou, & Stone, 2005) and so student retention becomes an important management task for universities which gives rise to increasing emphasis on student satisfaction with the learning experience (Lala and Priluck, 2011).. In this regard, Arambewela, Hall, and Zuhair (2006) regard student satisfaction as a key strategic variable in maintaining a competitive position, with long-term benefits arising from student loyalty, positive word-of-mouth and image of the higher education institution.Consequently, increasing levels of student satisfaction and decreasing sources of dissatisfaction would be beneficial to universities (Douglas, McClelland, & Davies, 2008). Finally, Appleton- Knapp and Krentler (2006) suggest that students' satisfaction with their educational experiences should be a desired outcome in addition to learning and knowing.Although higher education institutions are beginning to see themselves as part of the service industry, there is a debate on whether students are customers (Desai, Damewood, & R...

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Section: The Concept Of Student Satisfactionmentioning

confidence: 99%

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Gruber

Lowrie

Brodowsky

et al. 2012

Journal of Marketing Education

View full text Add to dashboard Cite

show abstract

“…The need for additional research on the subject is further supported by the findings of a number of studies regarding the link between the perceived degree of preparation for employment and overall student satisfaction with their university: Chadwick & Ward (1987) reported that the degree to which the university performed in the labour market was the strongest predictor of the student's willingness to recommend the institution to others. Morgan & Shim (1990) found an association between students' satisfaction with their course major and their preparation for employment.…”

Section: Vocationalism and The Effectiveness Of Student Preparation Fmentioning

confidence: 87%

“…Given the growing competitiveness in the higher education 'market', universities increasingly acknowledge the importance of these criteria. Student and alumni satisfaction is a key to the university's survival as satisfied graduates support their institutions in numerous ways, which range from the hiring of new graduates to engaging in positive word-of-mouth communication (Hartman & Schmidt, 1995;Morgan & Shim, 1990).…”

Section: Downloaded By [California Poly Pomona University] At 21:29 0mentioning

confidence: 99%

The mission of universities and the vocational paradigm: an investigation of students' perceptions

Menon

2002

Journal of Vocational Education and Training

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This article investigates the views of the students of the University of Cyprus concerning the aims and character of the university, in general, and the Department of Education, in particular. Moreover, it examines the extent to which the students' preparation for the labour market is considered satisfactory. Data were collected from 135 students of the Education Department of the University of Cyprus through both fixedalternative and open-ended questions. According to the findings, respondents appear to reject a purely instrumental or vocational approach to the formulation of higher education aims. At the same time, they believe that both their university and their department exhibit a vocational orientation in the provision of skills and knowledge to their students. Respondents consider the professional preparation they receive at the university and the department to be satisfactory even though they point out several areas for improvement. The article suggests that universities ought to address the students' desire for personal development in the context of the humanistic mission of higher education. It also points to the need for improvements in the students' professional training.

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“…Morgan and Shim (1990) studied 16 major universities in the United States that had large student enrollments (over 200 majors) in clothing and textiles departments. Morgan and Shim (1990) studied 16 major universities in the United States that had large student enrollments (over 200 majors) in clothing and textiles departments.…”

Section: Program Strategiesmentioning

confidence: 99%

Challenges of the 1990s: Clothing and Textiles Enrollment Trends and Program Issues

Feather

1996

Clothing and Textiles Research Journal

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Major changes are occurring in higher education. Clothing and textiles programs with origins in home economics face many challenges as they move into the 21st century. The three purposes of this study were (1) to examine enrollment patterns, staffing and department configurations; (2) to ascertain the extent of departments' involvement in recruitment and enrichment or improvement activities, and perception of environmental conditions affecting programs; and (3) to test hypotheses concerning potential differences between large and small programs for recruitment, enrichment or improvement and environmental conditions. One questionnaire was mailed to the administrator of every department (234) with faculty who were members of the International Textile and Apparel Association (ITAA) in the United States, 160 administrators provided usable responses. Seventy percent of the administrators indicated their departments were multidisciplinary. Small programs, fewer than six faculty, constituted seventy percent of the sample used in the analysis. MANOVA and Hotelling's T 2 procedures identified differences between large and small programs for recruitment (F(10, 119) = 1.86, p < .05), with large programs indicating greater recruitment activities. The other two hypotheses approached significance by program size for enrichment or improvement activities (F(10,128) = 1.71, p = .08) and perceptions of environmental conditions (F(12,119) = 1. 73, p = .07). Conclusions and implications focus on critical issues and concerns.

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University Student Satisfaction: Implications for Departmental Planning

Cited by 13 publications

References 10 publications

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

The mission of universities and the vocational paradigm: an investigation of students' perceptions

Challenges of the 1990s: Clothing and Textiles Enrollment Trends and Program Issues

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