Student dissatisfaction in Higher Education: a ‘fuzzy’ index approach

Cook, Steve; Watson, Duncan; Webb, Asha; Webb, Robert

doi:10.1080/03075079.2023.2258933

Cited by 4 publications

(1 citation statement)

References 35 publications

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“…Technology supports how education can be multiplied, offering hybrid models of engagement in smaller teacher contexts such as tutorials, decoupling participation from interactivity and enabling large-scale assessment and feedback (Guilding et al, 2018). These technology-led practices are not without their limits as the capabilities and limitations of spaces on campus (architecturally, institutionally and pedagogically) have to some degree-bound ambitions for scale and created diseconomies of scale that negatively affect the student learning experience at-scale (for example, lecture spill-over rooms and remote AI proctoring of exams) (Carnell, 2017;Cook et al, 2023;Marano et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Bryant

2024

JWAM

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PurposeThe purpose of this article is to posit an alternative learning design approach to the technology-led magnification and multiplication of learning and to the linearity of curricular design approaches such as a constructive alignment. Learning design ecosystem thinking creates complex and interactive networks of activity that engage the widest span of the community in addressing critical pedagogical challenges. They identify the pinch-points where negative engagements become structured into the student experience and design pathways for students to navigate their way through the uncertainty and transitions of higher education at-scale.Design/methodology/approachIt is a conceptual paper drawing on a deep and critical engagement of literature, a reflexive approach to the dominant paradigms and informed by practice.FindingsLearning design ecosystems create spaces within at-scale education for deep learning to occur. They are not easy to design or maintain. They are epistemically and pedagogically complex, especially when deployed within the structures of an institution. As Gough (2013) argues, complexity reduction should not be the sole purpose of designing an educational experience and the transitional journey into and through complexity that students studying in these ecosystems take can engender them with resonant, deeply human and transdisciplinary graduate capabilities that will shape their career journey.Research limitations/implicationsThe paper is theoretical in nature (although underpinned by rigorous evaluation of practice). There are limitations in scope in part defined by the amorphous definitions of scale. It is also limited to the contexts of higher education although it is not bound to them.Originality/valueThis paper challenges the dialectic that argues for a complexity reduction in higher education and posits the benefits of complexity, connection and transition in the design and delivery of education at-scale.

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Section: Introductionmentioning

confidence: 99%

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Bryant

2024

JWAM

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Student’s reported satisfaction at University: the role of personal characteristics and secondary school background

Li,

Jackson,

Koshy

2024

High Educ

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Widening participation and improving outcomes for under-represented and disadvantaged groups in higher education are part of the strategic agenda of governments across the globe. A critical aspect of this challenge is enhancing the experience of students from such backgrounds. However, there is relatively limited evidence on the effects of student background, including social and geographical disadvantage and secondary education preparation, on self-reported student experience. This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions. This included data on secondary schools’ administration, resourcing, and socio-economic status from the Australian Curriculum, Assessment and Reporting Authority. Binary logistic regression models were estimated on eight measures of self-reported student satisfaction, and a measure of dropout risk. Students from equity groups, particularly those with a disability or from non-English speaking backgrounds, were found to have lower levels of student satisfaction in aspects of their higher education experience and higher risk of dropout. Those from non-government schools (privately funded) reported higher levels of student satisfaction. Off-campus study was associated with poorer satisfaction but lower risk of dropout, while being engaged in some online study was associated with better satisfaction. The findings indicate the need for better university support for equity group students and signal potential responses through university study design, such as incorporating online study options, and addressing issues faced by students studying off-campus, to improve student outcomes.

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Student (dis)satisfaction in UK higher education: teaching-only contracts, esteem uncertainty and research intensity

Watson,

Webb,

Cook

2024

Studies in Higher Education

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Student dissatisfaction in Higher Education: a ‘fuzzy’ index approach

Cited by 4 publications

References 35 publications

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Learning design ecosystems thinking: defying the linear imperative and designing for higher education at-scale

Student’s reported satisfaction at University: the role of personal characteristics and secondary school background

Student (dis)satisfaction in UK higher education: teaching-only contracts, esteem uncertainty and research intensity

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