Determinants of higher education choices and student satisfaction: the case of Poland

By Bogdan Sojkin, Paweł Bartkowiak, A. Skuza. Higher Education, 2011

224 citations recorded by the source corpus.

The dynamic changes in tertiary education that were observed in Poland for the last 20 years transformed the Polish educational market and led to the immense expansion of educational institutions. The rapid increase in the number of students that continued until 2006 is however over and Polish universities have begun to compete for their clients. Increased competition along with the pessimistic forecasts for Poland with regard to demographic changes result in the growing demand for the knowledge on determinants of student educational choices and satisfaction. Although the amount of studies in this field is growing, Poland is still substantially underrepresented in the current research. The purpose of this article was to examine the underlying factors behind the choices that Polish students make while pursuing their tertiary education. The research method that combines focus groups’ discussions and a survey study among 1,420 business major students helped us to identify the factors behind three phases of the decision making process: pursuing higher education; information search along with final choice of a university; and satisfaction from chosen studies. Our research implies that decision making with regard to tertiary education is multifaceted and longitudinal as it combines a different set of factors in each stage of the decision making process.

Subfields: General Social Sciences, Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/aa21cc850c516ddc8ae117a10211bdfd697c7242

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In Organizational Behavior and Human Resource Management

In Strategy and Management

Citations in the corpus

The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education (2015, unknown): “Sojkin, Bartkowiak, and Skuza (2012) found that social conditions, and therefore implicitly social relationships, were a key determinant of student satisfaction.”
The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education (2016, background): “Also, in a higher education context, a survey of students in Poland conducted by Sojkin et al. (2012) found that social conditions (and therefore implicitly social relationships) were a key determinant of student satisfaction.”
A framework for analysing higher education performance: students' satisfaction, perceived learning outcomes, and dropout intentions (2014, background): “Sojkin et al. (2012) found that the most important factor determining satisfaction from studying a business major is ‘social conditions’, which includes aspects such as university coffee bars, good sport facilities, subsidised accommodation and parking spaces.”
Authentic assessment in business education: its effects on student satisfaction and promoting behaviour (2018, background): “Authentic assessments are based on tasks that require students to demonstrate practices, behaviours, and skills that are required of professional practitioners in their careers (Gulikers, Bastiaens, and Kirschner 2004; Janesick 2001; Larkin 2014; Sridharan and Mustard 2015).”
Assessing student satisfaction in transnational higher education (2013, background): “In a study conducted in Poland, Sojkin et al. (2011) identified social conditions and educational facilities among the key determinants of student satisfaction in higher education.”