Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context

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The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “Students satisfied with their performance and experience of university are likely to be more self-determined, recommend that university to others, remain with their studies and engage in additional higher education study (Chong and Ahmed, 2015; Douglas et al., 2014).”
Four domains of students’ sense of belonging to university (2019, background): “Similarly, a study of students’ satisfaction and dissatisfaction in higher education in the UK highlighted the importance of communication regarding their teaching and learning experiences (Douglas et al. 2015).”
What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning (2017, background): “…therefore mirrors ﬁ ndings from research into students ’ general perceptions of what makes for a ‘ good ’ university environment – that is, issues of functionality, responsiveness and an ease of being able to ﬁ nd one ’ s way around the demands of the university environment (Douglas et al. 2015).”
… Not drowning, waving. Resilience and university: a student perspective (2018, background): “Douglas et al. (2015) argue that it is important to capture the student ’ s own voice on matters of educational significance.”