Exploring drivers of student satisfaction and dissatisfaction: an assessment of impact-asymmetry and impact-range

Examination of benefits sought by hiking tourists: a comparison of impact-range performance analysis and impact asymmetry analysis

“…Results of undertaking IAA are presented in Table 4 and Figure 3. The value of {(highest RIOCS-lowest RIOCS)/2} is defined as a cutoff between low and medium impact, and the value of (highest RIOCSlowest RIOCS) is defined as a cutoff between medium and high impact (Mikulić et al, 2015). Note: A response was measured as "strongly disagree" (1), "neutral" (3), and "strongly agree" (5).…”

“…Both the IRPA and the IAA are designed to assess an attribute's impact on overall satisfaction by comparing expectation and performance (Back, 2012). After Mikulić and Prebežac's (2008) initial introduction of the two analytical methods, some studies in the hospitality and tourism, consumer behavior, and business realms have adopted them as suitable alternatives (Back, 2012;Back & Lee, 2015;Mikulić, Dužević, & Baković, 2015;Woodham, Williams, & McNeil, 2016;Ye, Fu, & Law, 2016). The two methods are superior to IPA because importance is assessed as the impact on satisfaction that each attribute makes.…”

“…In addition, from a methodological perspective, too many items may lead to complicated and confusing interpretation of the IRPA and IAA results. Thus, inclusion of a parsimonious set of items is better than inclusion of many items (Mikulić et al, 2015). Results of executing a pilot test using 25 hikers on the JOT led us to include the benefit items "enjoy local food" and "buy unique souvenirs of the JOT."…”

Student Satisfaction vs Student Achievements – Should Quality Management System in Higher Education Aim at Student Satisfaction or Student Achievements?

“…This have become fundamental issue with reduction of student population due to the poor demographic situation, especially in European counties. Literature supports the fact that satisfied students are source of competitive advantage (Alves and Raposo, 2007;Li et al, 2011;Mikulić et al, 2015); and inspiration for future intake (Qureshi, Shaukat, and Hijazi, 2010). Accordingly, quality management systems of HEIs have been designed to fulfil students' needs and assure their satisfaction.…”

What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews

“…This is because some dimensions are more central and account for a substantial amount of the variance in student ratings, while the more peripheral dimensions only play a marginal role (Apodaca & Grad, 2005;Cashin & Downey, 1992). Higher student ratings are often associated with good teaching skills (Ginns, Prosser, & Barrie, 2007), sufficient support and advise (Richardson, Slater, & Wilson, 2007), appropriate assessment and workload (James & Casidy, 2018), clear goals, standards, and evaluation criteria (Mikulić, Dužević, & Baković, 2015), and the development of higher order cognitive capabilities (Lizzio, Wilson, & Simons, 2002).…”