Postgraduate student satisfaction in the UK

Poon, Joanna

doi:10.1108/pm-07-2017-0041

Cited by 18 publications

(18 citation statements)

References 41 publications

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“…Again, most of the currently available studies that centre on postgraduate studies are mainly focused on developed economies (Bright & Graham, 2016;Poon, 2019). Hofstede's theory suggested that there are differences in economies due to differences in culture which affect the value of their institutional culture and strategy (Hofstede, 1983).…”

Section: Introductionmentioning

confidence: 99%

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Andoh

Appiah

Agyei

2020

IRRODL

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The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

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Section: Introductionmentioning

confidence: 99%

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Andoh

Appiah

Agyei

2020

IRRODL

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“…(2018:3) and Parahoo, Santally, Rajabalee and Harvey (2016) shows that competent or excellent students are those are intrinsically motivated to learn, synthesize and connect with diverse materials. In addition, Poon (2018) states that highly motivated students perform better than those who are not, as motivated students have adaptive attitudes and strategies, such as maintaining intrinsic interest, goal setting, and self-monitoring…”

Section: Literature Reviewmentioning

confidence: 99%

“…(2018), Parahoo et. al., (2016 and Poon (2018), the following hypothesis is formulated: H3: Student motivation has a great positive effect on student performance.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa

Chinomona

Bikissa-Macongue

2021

Global J. Bus. Soc. Sci. Review

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Objective - Worldwide, higher education is critical for the social economic development of the society. However African countries such as South Africa, fail to produce quality graduates capable of facing the challenges of the fourth industrial revolution. Considering the increasingly competitive and dynamic environment, African countries can no longer ignore the needs and factors required to enhance student performance. The aim of this research is to examine the influence of student motivation, satisfaction and loyalty on the student performance of higher education in South Africa. Methodology/Technique – A quantitative approach was adopted in which a questionnaire was used to collect data from 400 students and 335 was usable yielding a valid response rate of 84%. The data was analyzed with the aid of 2 software programs namely, statistical package for social science (SPSS 25.0) and analysis of moment structures (AMOS 25.0). In addition, confirmatory factors analysis (CFA) and structural equation modelling (SEM) were used to test the relationship between constructs and development of the hypotheses. Finding and Novelty – The current findings reveal that students who are motivated, satisfied and loyal to their institution are more likely to perform better than those who are not. The results also reveal that there is a significant relationship between student satisfaction and student performance. It was also shown that the higher the level of satisfaction, loyalty and motivation, the better the performance. Therefore, it is recommended that universities or institutions develop an environment that promote satisfaction, loyalty and motivation of their students. Type of Paper: Empirical. JEL Classification: 121, 128. Keywords: Student Motivation; Student Satisfaction; Student Loyalty; Student Performance Reference to this paper should be made as follows: Chinomona, E; Macongue, M.B.B. (2021). The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa, GATR Global J. Bus. Soc. Sci. Review, 9(1): 41 – 49. https://doi.org/10.35609/gjbssr.2021.9.1(5)

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“…Scientific literature lists a variety of factors that predict student satisfaction, including the quality of the teaching–learning process [ 6 , 73 , 74 , 75 ], as well as aspects related to the educational infrastructure, such as administrative staff [ 73 , 76 , 77 , 78 ], university facilities [ 65 , 79 , 80 , 81 ], location [ 65 , 78 ] and technological resources [ 66 ]. In this sense, educational technology should be highlighted as an important factor that influences student satisfaction, both with the educational infrastructure through the availability of technological resources and the support of information technologies [ 66 ], and with the teaching–learning process, by means of the use of technological resources by teachers [ 74 ].…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, some studies highlight the influence of gender on satisfaction with the teaching–learning process, although with contradictory results [ 74 , 86 ]. In this way, while Poon’s [ 74 ] research carried out on university students in the United Kingdom, revealed that women showed a lower level of satisfaction with the teaching–learning process than men, in O’Driscoll’s [ 86 ] research with Irish university students, they did not find statistically significant differences based on gender. Even other research has shown that these gender differences could be mediated by the use of a deeper learning approach and the age of university students [ 61 ].…”

Section: Introductionmentioning

confidence: 99%

Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil

Torres

Quadros

Sánchez-Sánchez

et al. 2021

IJERPH

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The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.

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Postgraduate student satisfaction in the UK

Cited by 18 publications

References 41 publications

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

The effects of loyalty, Satisfaction, and motivation on student’s performance: A study of higher education in South Africa

Satisfaction with Self and External Regulation of Learning in Higher Education Students in Brazil

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