International and Local Student Satisfaction: Resources and Capabilities Perspective

Mavondo, Felix T; Tsarenko, Yelena; Gabbott, Mark

doi:10.1300/j050v14n01_03

Cited by 123 publications

(138 citation statements)

References 38 publications

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“…Student satisfaction is being shaped continually by repeated experiences in campus life". Current research findings reveal that satisfied students may attract new students by engaging in positive word-of-mouth communication to inform acquaintances and friends and they may return to the university to take other courses (Guolla, 1999;Wiers-Jenssen et al, 2002;Mavondo et al, 2004;Schertzer & Schertzer, 2004;Marzo-Navarro et al, 2005ab;Helgesen & Nesset, to learning. Finally, Elliott & Shin (2002) showed that student satisfaction has also a positive impact on fundraising and student motivation.…”

Section: Service Quality and Satisfaction In Higher Educationmentioning

confidence: 94%

Understanding the characteristics of effective professors: the student's perspective

Gruber

Reppel

Voss

2010

Journal of Marketing for Higher Education

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ABSTRACT. Increasingly, higher education institutions are realizing that higher education could be regarded as a business-like service industry and they are beginning to focus more on meeting or even exceeding the needs of their students. Recent research findings suggest that the factors that create student satisfaction with teaching ("teaching satisfiers") may be qualitatively differently from the factors that create dissatisfaction with teaching. Thus, this research uses the Kano Methodology to reveal the characteristics of professors that students take for granted ("Must-be factors") and that have the potential to delight them ("Excitement factors"). Kano questionnaires containing nineteen attributes of effective professors taken from previous studies and focus group discussions were handed out in two marketing courses to 63 postgraduate students enrolled in a service marketing course. The Kano results corroborate previous US findings that revealed the importance of personality in general and support studies that stress the importance of professors creating rapport with their students in particular.Keywords: Student Satisfaction, Educational Services, Quality Attributes, Effective Professors, Kano Methodology CHARACTERISTICS OF EFFECTIVE PROFESSORS 2 INTRODUCTION AND BACKGROUNDIncreasingly, higher education institutions are realizing that higher education could be regarded as a business-like service industry and they are beginning to focus more on meeting or even exceeding the needs of their students. Watson (2003) and Narasimhan (2001) for example maintain that fee-paying students expect "value for money" and behave more like customers. As students are increasingly seen as customers of higher education services (e.g. Arambewela et al., 2005;Maringe, 2005), their satisfaction should be important to institutions that want to retain existing and recruit new students (Helgesen & Nesset, 2007). Study results indicate that the recruitment of students is several times more expensive than their retention (Joseph et al., 2005).Universities should therefore try to monitor students' levels of satisfaction and decrease sources of dissatisfaction if possible in order to retain students (Douglas et al., 2008). Similarly, Appleton- Knapp & Krentler (2006) suggest that students' satisfaction with their educational experience should be a desired outcome, in addition to learning and knowing what attributes of professors are desired by students, may improve the overall education process (Faranda & Clarke, 2004).Given the need for more research on classroom service encounters , this research study is exploratory in nature. This paper explores how students perceive the attributes of professors and how satisfied they are with them. In particular, the research examines which attributes of professors are likely to cause satisfaction and which dimensions predominately lead to dissatisfaction. Knowing what students regard as satisfactory and dissatisfactory attributes helps professors improve the classroom experience either by improv...

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Section: Service Quality and Satisfaction In Higher Educationmentioning

confidence: 94%

Understanding the characteristics of effective professors: the student's perspective

Gruber

Reppel

Voss

2010

Journal of Marketing for Higher Education

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“…International students had an understanding and interpretations of service quality that is different from that of national students where this understanding and interpretations had an effect on their level of satisfaction (Ansary & Jayashree, 2014;Mavondo, Tsarenko, & Gabbott, 2004). According to Humphries, Rauh, and McDine (2013), satisfaction remained high in Canada for international students, showing that 90% of students are either satisfied or extremely satisfied.…”

Section: Service Quality and Satisfactionmentioning

confidence: 99%

Key Determinants of Satisfaction among International Business Students in Regional Context

Yasin

Bélanger

2015

IJBM

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Student satisfaction has been one of the core factors in retaining and attracting international business students to educational institutions. The ability to know the level of students' satisfaction and the factors affecting it can add a competitive advantage and is considered an opportunity to act proactively in education business. While this information has substantial impact on institutional marketing strategies, there is a dearth of information about the level of satisfaction of business students in Northern Ontario, a vast geographical area representing only a small percentage of the Canadian population. This study aims to fill the gap in existing knowledge about international business students in a regional context. The study addresses the following questions: 1)What is the level of satisfaction of international business students studying in this northern Ontario region? 2)What are the perceived factors that affect the level of satisfaction of international business students in the region? Data were collected from international business students at Laurentian University using the Service Quality Model (SERVQUAL) to develop the conceptual framework guide. The model provided an explanation for the relation between the quality of service and customer expectations. The results of this study showed a satisfaction level that was lower than expected for international business students. This was evident particularly for females who had taken fewer courses with limited work experience and for graduate students. However, students-especially females-with more work experience were more satisfied. The findings lead to a number of implications for future research related to the formulation of curriculum and administrative policy.

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“…al, 2005). High levels of student loyalty have also been found to lead to repeat purchase through continuing education (Mavondo et al 2004). …”

Section: Student Loyaltymentioning

confidence: 99%

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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As competition intensifies, it is essential that higher education providers endeavour to develop and offer high quality, satisfaction-creating service experiences. This requires a comprehensive understanding of the factors that lead to positive perceptions of the institutions services. Current perspectives suggest that the student should be engaged as an active co-producer of the university experience. Interactive classroom technologies may enhance the student experience by encouraging participation. This study examines whether student perceived value, namely social or functional value, satisfaction, and loyalty differs for students participating in a personal response technology enabled classroom experience, versus a more traditional classroom experience. A partial least squares approach was adopted using a sample of 184 students. The use of personal response technology was not found to be positively related to the student experience. In the current context, it appeared to break classroom social patterns resulting in an individualistic, disengaging educational experience. Interestingly, in the traditional, non-technology condition social interaction was enhanced and social value strongly determined students' perceptions of loyalty. These results suggest that it is the pedagogy, and not the technology that matters in higher education provision. Conclusions, implications and opportunities for future research are presented.

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International and Local Student Satisfaction: Resources and Capabilities Perspective

Cited by 123 publications

References 38 publications

Understanding the characteristics of effective professors: the student's perspective

Understanding the characteristics of effective professors: the student's perspective

Key Determinants of Satisfaction among International Business Students in Regional Context

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

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