Douglas, JA, Mcclelland, R, Davies, J and Douglas, A (2014) Understanding student satisfaction and dissatisfaction: An interpretive study in the UK Higher Education Context. Studies in Higher Education, 40 (2). pp. 329-349. ISSN 1470-174X

Preview

Text Understanding student satisfaction and dissatisfaction - an interpretive study.pdf - Accepted Version Download (575kB) | Preview

Abstract

This article represents a cross-sectional study of undergraduate students across two North West University Business Schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data was captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within Higher Education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication. A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour.

Item Type:	Article
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 9 Jan 2014, available online: http://www.tandfonline.com/10.1080/03075079.2013.842217
Uncontrolled Keywords:	1301 Education Systems, 1303 Specialist Studies In Education
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Liverpool Business School
Publisher:	Taylor & Francis (Routledge)
Date Deposited:	15 Mar 2016 16:09
Last Modified:	15 Mar 2022 14:47
URI:	https://researchonline.ljmu.ac.uk/id/eprint/3243

View Item