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Ting, Kwok‐fai

doi:10.1023/a:1007075516271

Cited by 56 publications

(14 citation statements)

References 59 publications

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“…Furthermore, continuous research activities are very important to enable teachers to apply new information, changing trends, and creativity in their laboratory practices. The tendency to keep up-to-date and professionally curious is common in full-time professors, and, as the lecture satisfaction scores are related to the personnel-related issues of full-time professors, this professional vigor can encourage active communication and thus boost student satisfaction [7,17,24,25].…”

Section: Discussionmentioning

confidence: 99%

“…Accruing such experience requires a significant investment of time, and the resulting expertise and experience are characteristic of tenure-track faculty, particularly senior faculty. Compared to part-time instructors, full-time instructors who are more directly affected by lecture evaluation scores (particularly for promotion and tenure decisions) have a relatively stronger sense of responsibility regarding their lectures and are more enthusiastic about communicating with students [7,17,24,25].…”

Section: Instructor Experience Effectmentioning

confidence: 99%

“…In fact, these studies have observed a significant effect between student attitudes toward teaching evaluations of teaching and the success of a teaching evaluation system. For example, many studies have tried to examine the effects of faculty characteristics, such as age, gender, and position [15][16][17], while others have focused on the effects of course characteristics, such as course type or class size [12,15,18]. As for student characteristics, some studies have indicated that the relationship between a student's grade and his or her evaluation is a reflection of either teaching effectiveness or student learning [7,19].…”

Section: Introductionmentioning

confidence: 99%

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Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry

Cho

Baek

2019

Sustainability

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Basic science education provides the most fundamental knowledge for preparing students to pursue departmental major courses. Considering that basic science courses are laboratory classes conducted alongside theory classes, the factors affecting instructor–student communication and feedback can vary between theory and laboratory classes. We applied the ordinary least squares model to the refined data of basic science courses. We drew on variables reflecting instructor–student interaction such as class size, type of subject, and instructor characteristics to analyze the factors affecting student satisfaction with theory and laboratory classes. The analysis results indicated that the educational environment of a large-sized class could be improved by subdividing it into smaller groups to facilitate feedback. The use of online platforms to supplement offline courses provides an additional mechanism for the exchange of feedback and positively affects student satisfaction. We also confirmed empirically that the instructor–student communication which takes place during laboratory work, in contrast to the one-sided conveyance of course materials by the instructor in lectures, was a crucial factor in the quality of education. These results are linked to the demand for knowledge in engineering education, the student’s educational performance, and the labor market performance needed to establish a sustainable system in engineering education.

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Section: Discussionmentioning

confidence: 99%

Section: Instructor Experience Effectmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry

Cho

Baek

2019

Sustainability

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“…These studies show that investigating the underlying pedagogies of MEQs is also anticipated to go through the similar procedure. Thus, it is possible to identify cultures of MEQ as the history of MEQs suggests that MEQs is quite new (Otani et al, 2012) Western, Anglophone originated concept (Ting, 2000).…”

Section: Meq Culture and Pedagogymentioning

confidence: 99%

Culture and Pedagogy of MEQs

Winch

2021

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It is claimed that MEQ is multidimensional and it is complex to agree on what those dimensions are and how they interrelate. The main objective of this study is to investigate the culture and Pedagogy of MEQs. Using four dimensions of cultural framework, the underlying pedagogies for the MEQ was identified. The results of the literature reviews show that the cultures of the MEQ are individualist, weak uncertainty avoidance and small power distance, which indicates the Western concept. It has also uncovered that MEQs interrelates to the concept of motivation and enjoyment. The recommendation is for university to have a permanent MEQ staff to give staff development opportunity on the MEQ pedagogy and culture to improve their quality assurance and accountability. It is also recommended to create MEQ software which incorporates additional quantitative data such as class attendance rates and other descriptive statistics which describe the class (i.e. minimum, maximum and average) to minimise the bias effect of the teaching staff and students and increase validity and reliability of MEQs. This paper may be of use for MEQ designers, teaching staff, quality assurance staff, student experience staff, HR staff and executive board members.

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“…Although customer satisfaction has been extensively discussed in different settings with different antecedents and outcomes (e.g., Anderson & Fornell, 2000;Crotts, Mason, & Davis, 2009;Fornell, Johnson, Anderson, Cha, & Bryant, 1996), little attention has been paid to the experiences and satisfaction of students in higher education (Elliot & Healey, 2001;Lizzio, Wilson, & Symons, 2002;Symons, 2006;Ting, 2000). Most of the available studies on the subject matter have been conducted in the Western educational context (Parahoo, Harvey, & Tamim, 2013).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Satisfaction of International Postgraduate Students in the Malaysian Context—A Literature Review and A Proposed Model

Memon¹,

Salleh²,

Baharom³

et al. 2014

IES

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The Malaysian government is continuously striving to develop the country to become a regional education hub. Hence, higher learning institutions, especially universities, are becoming the centre of attention in order for Malaysia to achieve its desired status. Although the number of international postgraduate students in Malaysia has progressively increased, the country still needs an annual growth of 13.5 per cent to attain the target of 150,000 international students by 2015. Previous studies have reported that student satisfaction can lead to attracting new students and retaining the existing ones. Hence, it is essential for Malaysian universities to understand the factors that influence the satisfaction of students. Despite its importance, less attention has been given to the experiences and satisfaction of students in higher learning institutions in Malaysia. The key objective of this paper is to conduct a comprehensive review of the literature and develop a conceptual model that integrates several antecedents that are theoretically linked to student satisfaction. The proposed conceptual model suggests that the internal and external environment of a university, and the feedback of research supervisors are the key factors that influence the level of satisfaction among international postgraduate students. Finally, recommendations for future studies are proposed.

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Untitled

Cited by 56 publications

References 59 publications

Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry

Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry

Culture and Pedagogy of MEQs

Factors Influencing the Satisfaction of International Postgraduate Students in the Malaysian Context—A Literature Review and A Proposed Model

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