Measuring Student Satisfaction at a UK University

Autor/inn/en	Douglas, Jacqueline; Douglas, Alex; Barnes, Barry
Titel	Measuring Student Satisfaction at a UK University
Quelle	In: Quality Assurance in Education: An International Perspective, 14 (2006) 3, S.251-267 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/09684880610678568
Schlagwörter	Satisfaction; Undergraduate Students; Student Attitudes; Universities; Student Surveys; Questionnaires; Likert Scales; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Zufriedenheit; Schülerverhalten; University; Universität; Schülerbefragung; Fragebogen; Likert-Skala; Ausland; Großbritannien
Abstract	Purpose: The purpose of this paper is to report on the design and use of a questionnaire to measure student satisfaction at Liverpool John Moores University's Faculty of Business and Law. Design/methodology/approach: The paper utilised the concept of the service-product bundle to design the survey questionnaire and then used SPSS and Quadrant Analysis to analyse the results to determine which aspects of the University's services were most important and the degree to which they satisfied the students. Findings: The most important aspects were those associated with teaching and learning, while the least important were those associated with the physical facilities. Practical implications: The concept of the service-product bundle is a valid and reliable tool for the design of a satisfaction survey and segments a University's service offering in such a way as to allow management to target resources at those areas that are perceived to be low satisfaction and high importance. The questionnaire can be utilised in most education establishments. Originality/value: Utilising the concept service-product bundle places responsibility for questionnaire content and design firmly on the service provider rather than the user. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10