A Comparative Study Between UK and US: The Student Satisfaction in Higher Education and its Influential Factors

Mai, Li-Wei

doi:10.1362/026725705774538471

Cited by 162 publications

(149 citation statements)

References 33 publications

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“…This finding is different from Mai's (2005) finding that' overall impression of the school' had a strong influence on satisfaction. Additionally, Image also indirectly influences Satisfaction through Service Quality, however, the effect is minimal.…”

Section: Conclusion Pertaining To Research Objectivecontrasting

confidence: 99%

“…groups. The perceptual differences within ethnic groups found in both studies are also consistent with other cross-cultural studies on higher education (Mai, 2005;Ford et aI., 1999) .…”

Section: Conclusion Pertaining To Research Objectivesupporting

confidence: 90%

“…The samples were composed of students in the United States and in the United Kingdom. Mai (2005) proposed two hypotheses, the first was that the satisfaction level of students in United States was higher than the students in United Kingdom, the second proposed that there were associations between key service quality dimensions and overall satisfaction.…”

Section: Cross-cultural Researchmentioning

confidence: 99%

“…Although there is a body of perceived service quality and satisfaction literature related to higher education, the studies were mostly undertaken in the United States and Europe, and the findings may not pertain precisely to New Zealand as service quality is often characterised as industry specific or context specific (Ueltschy and -34- Krampf, 2001;Cronin and Taylor, 1994). In addition, cross-cultural studies on the higher education sector (see Section 2.6.4) suggest that students studying in different countries have different perceptions of service quality (Mai, 2005;Ford et aI., 1999).…”

Section: Conceptual Gapsmentioning

confidence: 99%

“…(a) Personal interaction (Mai, 2005;Bigne et aI., 2003;Guolla, 1999 , 2003;Souter and McNeil, 1996).…”

Section: Hypotheses Relating To Research Objectiveunclassified

See 4 more Smart Citations

University Student Satisfaction: An Empirical Analysis

Clemes

Gan²,

Kao³

2008

Journal of Marketing for Higher Education

189

180

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of a thesis sublnitted in partial fulfilhnent of the requirement for the Degree of M. c. M. UNIVERSITY STUDENT SATISFACTION: AN EMPIRICAL ANALYSISby Tzu-Hui Kao New Zealand's tertiary education sector has experienced political refolID, social changes, economic changes and globalisation in the last two decades, and the sector has become more internationally competitive. DeShields, Kara, and· Kaynak (2005) recommended that management of higher education should apply a market-oriented approach to sustain a competitive advantage. Therefore, understanding and managing students' satisfaction and their perceptions of service quality is important for university management if they are to design and implement a market-oriented approach.The purpose of this research is to ,gain an empirical understanding of students' overall satisfaction in a university in New Zealand's higher education sector. A hierarchal nlodel is used as a framework for the analysis. Fifteen hypotheses are formulated and tested to identify the dimensions of service quality as perceived by university students, to examine the relationship between students' overall satisfaction with influential factors such as tuition fees (price) and the university's image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. In addition, students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity.The findings of the study are based on the analysis of a sample of 223 students studying at Lincoln University. Support is found for the use of a hierarchical model and the primary dimensions; Interaction Quality, Physical Environment Quality, and Outcome Quality, as broad dimensions of service quality. Ten sub-dimensions of service quality, as per~eived by -11 -students, are identified. These are: AcadeInic Staff, Administration Staff, AcadeInic Staff Availability, Course Content, Library, Physically Appealing, Social Factors, Personal Development, Academic Development, and Career Opportunities. The results indicate that each of the priInary dimensions vary in tenns of their importance to overall perceived service quality, as do the sub-dimensions to the plimary dimensions. In addition, the statistical results support a relationship between service quality and price; service quality, iInage, and satisfaction; and satisfaction and favourable future behavioural intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study.The results of the analysis contribute to the servIce marketing theory by providing an empirically based insight into the satisfaction and service quality constructs in the New Zealand higher education sector. The study also provides a analytical framework for understanding the effects of the three primary dimensions on service quality and the effects of service quality on ...

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Section: Conclusion Pertaining To Research Objectivecontrasting

confidence: 99%

“…groups. The perceptual differences within ethnic groups found in both studies are also consistent with other cross-cultural studies on higher education (Mai, 2005;Ford et aI., 1999) .…”

Section: Conclusion Pertaining To Research Objectivesupporting

confidence: 90%

Section: Cross-cultural Researchmentioning

confidence: 99%

Section: Conceptual Gapsmentioning

confidence: 99%

“…(a) Personal interaction (Mai, 2005;Bigne et aI., 2003;Guolla, 1999 , 2003;Souter and McNeil, 1996).…”

Section: Hypotheses Relating To Research Objectiveunclassified

See 3 more Smart Citations

University Student Satisfaction: An Empirical Analysis

Clemes

Gan²,

Kao³

2008

Journal of Marketing for Higher Education

189

180

View full text Add to dashboard Cite

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Postgraduate student satisfaction: A multilevel analysis of PTES data

Muijs

Bokhove

2017

British Educational Res J

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Student satisfaction has received growing attention in Higher Education systems in recent years, and are increasingly used for internal and external accountability in the sector. This does leave us with questions on the extent to which variance in student satisfaction can be explained by Higher Education Institution (HEI) and course attended rather than by individual student characteristics; and on what factors may predict student satisfaction. In this study we used the Postgraduate Taught Experience Survey (PTES) to look at these questions in a sample of approximate 70000 UK postgraduate students from 100 HEI's. Firstly, confirmatory factor analyses were used to test the validity of the proposed multidimensional structure of student satisfaction in PTES. Then multilevel models were used to look at variance at three levels (HEI, course and student), and the relationships between institutional and student factors collected in PTES and student satisfaction. Two years of data (2014 and 2015) were used. Findings suggest that over 90% of variance is explained at the student level for all dimensions of student satisfaction in both years, with variance at the HEI level being particularly low. Individual student characteristics explain more variance than institutional characteristics, but only some (such as BME status) are significant, and explained variance is low. These findings suggest using student satisfaction as an accountability measure in HE may be highly problematic.

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