Measuring student satisfaction at a UK university

By J. Douglas, Alexander Douglas, B. Barnes. 2006

648 citations recorded by the source corpus.

Subfields: Education, Management of Technology and Innovation, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/3e7117c7de1549e40ce876a0876ad9e126eeef3f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Management of Technology and Innovation

In Organizational Behavior and Human Resource Management

Citations in the corpus

The importance of university facilities for student satisfaction at a Norwegian University (2015, background): “student perception about university facilities is significantly and positively correlated with student overall satisfaction with the university, contradicts previous studies (Douglas et al., 2006), which have found that, although physical facilities influence student choice regarding HEI, it is not ”
Comparing alternative instruments to measure service quality in higher education (2009, background): “Translating this into HE services, this conveys the intent to study at a higher level within the same university and the willingness to recommend the institution to a friend ( Douglas et al. , 2006”
Assessing student satisfaction in transnational higher education (2013, background): “Students are generally considered the primary customers of a university, even in countries where they do not pay tuition fees (Douglas et al., 2006).”
Providing a positive learning experience for international students studying at UK universities: A literature review (2014, background): “Douglas et al. (2006) notes that teaching and learning had the greatest impact on the international student’s satisfaction, and that the least significant factor was concerned with the physical environment.”
Making sense of higher education: students as consumers and the value of the university experience (2014, background): “Students will inevitably experience both highs and lows, and for universities, of course, satisfaction has now assumed substantial importance, not only in the United Kingdom, where the National Student Survey (Higher Education Funding Council for England 2011 ) puts a premium on satisfaction (Dougl”
A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, background): “Douglas et al. (2008) classify various service quality aspects as satisfiers (its presence leads to satisfaction, and absence does not lead to dissatisfaction), dissatisfiers (lack of it leads to dissatisfaction, but presence does not cause satisfaction), criticals (they are both satisfiers and diss”
Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS) (2012, neutral): “, availability of computers, library facilities) (Douglas et al., 2006; Price et al., 2003) which limits clarity of the actual factors contributing to student perceptions of quality.”
Service quality in postgraduate education (2008, methodology): “IPA has been applied in several other studies with samples drawn from the UK ( Douglas et al. , 2006”
Measuring business student satisfaction: a review and summary of the major predictors (2010, background): “In addition, student feedback enables institutions to benchmark their performance and track their progress and provides information useful for recruiting (see Douglas, Douglas, & Barnes, 2006 ; Moller 2006 ).”
Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context (2015, background): “The concept of customer orientation has been gaining traction in higher education (Douglas et al., 2006). Despite the needs of other stakeholders in education (government, industry, society, etc.), Watson (2003) and Narasimhan (2001) assert that fee-paying students may expect “value for money” and t”