The Relationship of Good University Governance and Student Satisfaction

Muhsin, Muhsin; Martono, S.; Nurkhin, Ahmad; Pramusinto, Hengky; Afsari, Nely; Arham, Ahmad Fadhly

doi:10.5430/ijhe.v9n1p1

Cited by 40 publications

(32 citation statements)

References 22 publications

(40 reference statements)

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“…As a result, satisfaction can be described as an experience of receiving expected results. In related research, satisfaction is often portrayed as the positive difference between the perceived importance and the perceived performance of an attribute or action [20]. In other words, satisfaction refers to the satisfaction or dissatisfaction experienced as a result of contrasting perceived results to expectations [18], [19].…”

Section: Defining Students Satisfactionmentioning

confidence: 99%

Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand

Fuchs¹

2021

IJIET

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The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses (n=669) based on empirical data as well as secondary data were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

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Section: Defining Students Satisfactionmentioning

confidence: 99%

Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand

Fuchs¹

2021

IJIET

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“…As a result, satisfaction can be described as an experience of receiving expected results. In related research, satisfaction is often portrayed as the positive difference between the perceived importance and the perceived performance of an attribute or action (Muhsin et al, 2020). In other words, satisfaction refers to the satisfaction or dissatisfaction experienced as a result of contrasting perceived results to expectations (Suikkanen, 2011;Padula, 2015).…”

Section: Defining Students Satisfactionmentioning

confidence: 99%

“…The measurement of a student's educational experiences leads to a short-term disposition of satisfaction. It is the product and effect of an educational system and is a positive indicator of student loyalty (Weerasinghe & Fernando, 2017;Muhsin et al, 2020). In conclusion, student satisfaction can be understood as a function of the relative level of experiences and perceived performance concerning educational services during the study period (Suikkanen, 2011;Padula, 2015;Weerasinghe & Fernando, 2017).…”

Section: Defining Students Satisfactionmentioning

confidence: 99%

Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

Fuchs

2021

IJLTER

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The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.

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“…Osman and Saputra (2019) explained that the teaching method used by lecturers can be seen as an indicator of program quality in which it has a significant effect on student satisfaction. Recently, Muhsin et al (2020) also examined the connection between university governance, teaching quality of university lecturers and students' satisfaction. The study revealed that teaching quality of lecturers, learning facilities and good university governance had a positive and significant impact on students' satisfaction.…”

Section: Students' Satisfaction Of Educational Servicesmentioning

confidence: 99%

Indicators of students' satisfaction of quality education services in some selected universities in Ghana

Amoako

Asamoah-Gyimah

2020

SAJHE

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Enhancing quality of educational services in higher education is an issue of concern for all stakeholders of education in the 21 st Century. Students' assessment of educational services are often seen as an efficient tool for improving quality of teaching and learning in tertiary schools. The aim of the study was to investigate factors that contribute to students' satisfaction of education services as a quality assurance module for universities. A descriptive cross-sectional survey design was used for the investigation. Following a multistage sampling procedure, 1500 students were sampled from three public universities in Ghana. Student satisfaction (SS) and Quality assurance questionnaire (QAQ) for students were developed to measure satisfaction of students related to the educational services that they receive in their campuses. Covariance-Based structural equation modeling, specifically, Analysis of Moment Structures (AMOS) was used to validate the instrument and to test the study hypotheses. Findings of the study revealed that "instructional environment", "technological environment" and "psychological environment" were predictors of students' satisfaction in the context of how students see academic institution to be quality centered. The study recommended that universities in Ghana should emphasize and prioritize students' satisfaction in their quality assurance framework as a way of sustaining quality provision of educational services.

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The Relationship of Good University Governance and Student Satisfaction

Cited by 40 publications

References 22 publications

Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand

Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand

Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand

Indicators of students' satisfaction of quality education services in some selected universities in Ghana

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