University student satisfaction

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Introduction

Education is a key driver of economic growth. With the higher education sector becoming an increasingly competitive market, university student satisfaction has become an important component of quality assurance. Funding models for universities, for example, are increasingly dependent on indicators of student satisfaction.

University students' satisfaction with their institution has individual, institutional and social implications. From an institutional point of view, satisfied students are more likely to continue in their studies (retention) and are more likely to succeed academically and this is likely to enhance the financial position and reputation of the institution. Satisfied students also make effective public relations agents. High student satisfaction helps in attracting and retaining high achievers who in turn increase the reputation and standing of the university.

Assessing student satisfaction provides a way that universities can focus directly on issues of quality development in order to ensure that educational standards are high (Wiers-Jenssen, Stensaker, & Grogaard, 2002). Measures of student satisfaction can also assist in identifying and implementing areas for development.

Theories

Each of these students is likely to vary with regard to the nature and extent of their satisfaction with their educational experience. Why?

Several theories have been proposed in an effort to better understanding the psychosocial dynamics of student satisfaction. For example, the “happy-productive” student theory (Cotton, Dollard, & de Jonge, 2002) suggests that student satisfaction is mediated by psychosocial factors such as coping, stress and well-being. Based on the” happy-productive” theory, (Cotton, Dollard, and de Jonge (2002) provided evidence that high levels of psychological distress at university related to lower satisfaction.

The "investment model" explains the relationship between student satisfaction, attrition and academic performance. Satisfaction increases when the rewards of study increase (higher grades). When costs like financial and time constraints are lower and alternate options are study are low, satisfaction was higher (Hatcher, Kryter, Prus, & Fitzgerald, 1992). Using the investment model, students at risk for "dropping-out" can be identified and offered counselling and other student support services as a preventative measure. To improve retention rates and the quality of graduates, universities need to consider the satisfaction needs of students including those currently under-represented such as non-traditional, indigenous and regional Australians (Bradley, 2009).

A third theoretical approach, based on consumer satisfaction theory, considers satisfaction as a function of the extent to which students' expectations about university are met with positive confirmations of expectations leading to higher levels of satisfaction (Churchill & Suprenant, 1982).

Dimensionality

Understanding the underlying dimensions of student satisfaction and the factors that contribute to student satisfaction has several potential benefits and applications for institutions, students, and society.

Numerous studies have looked at the dimensionality of university student satisfaction (e.g., Elliott & Healy, 2001; Wiers-Jenssen, Stensaker & Grøgaard, 2002). There are some fairly consistent contributing factors: course content, social aspects and/or opportunities, the aesthetic features of the campus, and staff’s helpfulness and teaching abilities (Garcia-Aracil, 2009; DeVore & Handal, 1981).

A study by Wiers-Jenssen et al. (2002) examined how overall student satisfaction can be broken down into broader aspects of student’s learning experience. The analysis found that quality of teaching (academic and pedagogic) to be a crucial determinant of student satisfaction (Wiers-Jenssen et al.). The study also emphasised that the social climate, aesthetic aspects of the physical infrastructure and the quality of services from the administrative staff, quality of supervision and feedback from academic staff, composition, content and relevance of curriculum, quality of, and access to leisure activities should not be overlooked when considering factors of student satisfaction (Wiers-Jenssen et al.).

Covariates

Individual differences in university student satisfaction may be, in part, due to individual differences in general life satisfaction. Thus, to better understand student satisfaction, it could be helpful to remove the influence of broader life satisfaction. Hence a 5-item measure of general life satisfaction was introduced in TUSSMSQ v.6 (Diener's Satisfaction with Life Scale).

Surveys

1. Neill, J. (2011a). The University Student Satisfaction and Time Management Questionnaire Version 6. http://ucspace.canberra.edu.au/display/7126/TUSSTMQ6
2. Neill, J. (2011b). Survey Administration Guidelines. http://ucspace.canberra.edu.au/display/7126/Survey+administration+guidelines

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See also

• Satisfaction
• University students
• University student academic performance
• University student coping
• University student motivation
• University student retention
• University student stress
• University student time management
• University of Canberra/Student satisfaction