What type of learning journey do students value most? Understanding enduring factors from the NSS leading to responsible decision-making

Abstract

Purpose The purpose of this research is to support responsible decision-making in Higher Education (HE) settings by understanding what type of learning journey satisfies students most in their HE experience and what they want from the learning. Design/methodology/approach This paper analyses the key tool used to assess satisfaction factors for UK students, the National Student Survey (NSS). It adopts peculiar regression statistical tests to identify the NSS items that influence “overall student satisfaction” by reviewing responses over 9 years from accountancy students at business schools located in England. Findings The findings of the study provide evidence that students are most satisfied with a learning journey where they are part of a course that is “well organised and running smoothly”, which provides “intellectual stimulation” that helps in developing their ability to “present themselves with confidence” and provides “academic advice and support”. The findings of the paper show that students are not satisfied so much by utilitarian aspects of learning but rather those that relate to who they are and where they are in their learning journey, the level of intellectual stimulation they have experienced, the self-confidence they have developed and the supportive relationship they have developed with academics. A factor that did not relate highly was “assessment and feedback” which has been the focus of much university resource. Results show the factors that impacted overall satisfaction are most related to students wanting to develop personal responsibility. These findings shape the key principles of responsible design and management of HE programmes and influence strategic decision-making. Practical implications Focussing on helping students experience, the type of learning journey that develops the virtue of responsibility emergent from the analysis will not only satisfy the student but will also have a knock-on effect of improving NSS scores, university league table ranking and accreditation under the Teaching Excellence Framework. The improved reputation aspects would then feed back into increased student satisfaction (Dean and Gibbs, 2015). The findings will also help HE managers and leaders to evaluate their decisions through three lenses: responsibility, students’ experience and students overall learning journey. Originality/value Much of the information published on the NSS have been predominantly descriptive and has resulted in decisions being made for students based on uninformed analysis of the survey’s results. This study uses advanced statistical modelling to evidence the relationship between factors of the NSS and overall student satisfaction providing key information regarding students’ importance to the type of learning journey they value and that this relates to a desire in wanting to develop responsibility. This study shows the link between factors of the NSS to provide useful lenses for HE managers and leaders to use to support responsible decision-making processes.

How improved understanding of what constitutes “value” may lead to better underpinning of corporate social responsibility (CSR)

“…Business schools shape the identities, behaviours, assumptions and leaders’ values (Turnbull, 2011) and must ensure such value-related theories are taught. Dean et al (2020, p. 359) found students appreciated courses where they develop responsibility apropos their critical thinking, autonomy, reflection, interpersonal skills, judgement (of their own thinking), acceptance of criticism, personal development and organisation. These can be construed to be value types that may contribute to the overall value being sought.…”

“…These can be construed to be value types that may contribute to the overall value being sought. Indeed, they use the euphemism “the type of learning journey they value” (Dean et al , 2020, p. 348). Understanding the distinction between the form of value being sought (i.e.…”

“…Interacting with stakeholders and value-seekers is germane to CSR studies. Indeed, of the 23 JGR journals sampled herein, only 2 (Dean et al , 2020; Thakhathi, 2021) do not refer to stakeholders specifically.…”

Class participation and feedback as enablers of student academic performance

“…However, despite this relevance, the accounting discipline lacks frequent feedback (Dean et al, 2020; Hart & Wang, 2016; Watty et al, 2013), especially regarding class participation (Bouilheres, 2015; Rowe & Wood, 2009). Providing timely feedback about class participation acquires greater relevance in subjects such as accounting, which can be considered scaffolded subjects, in which the internalization of new information should be built on prior knowledge (Azih & Nwosu, 2011).…”

Class participation and feedback: a bet on the winning horse?

“…However, despite this relevance, the accounting discipline lacks frequent feedback (Dean et al, 2020;Hart & Wang, 2016;Watty et al, 2013), especially regarding class participation (Bouilheres, 2015;Rowe & Wood, 2008). Providing timely feedback about class participation acquires greater relevance in subjects such as accounting, which can be considered scaffolded subjects, in which the internalization of new information should be built on prior knowledge (Azih & Nwosu, 2011).…”