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The UK National Student Survey (NSS) represents a major resource, never previously used in the economics literature, for understanding how the market signal of quality in higher education works. In this study, we examine the determinants of the NSS overall student satisfaction score across eleven subject areas for 121 UK universities between 2007 a...
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... we turn to the results of the fixed effects models by subject (see Supplementary Materials, Appendix Tables A3 and A4). In these estimates we attempt to identify if there are any significant differences or similarities in the determinants of NSS scores, accounting for the possible differences in teaching methods i.e. whether they classroom or laboratory based. ...
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Citations
... -Course satisfaction (scale 1): this assesses students' overall contentment with the course, including aspects like course materials, instruction, and assessment methods. This scale was extracted partially from the institutional survey of the University of Florence on course satisfaction and from the NSS (National Student Survey) (Lenton, 2015;Rahmatpour et al., 2019). -Behavioral engagement (scale 2): this looks at the extent to which students participate in course activities, such as attending lectures, completing assignments, and actively participating in class discussions (Lam et al., 2014;Hollister et al., 2022). ...
The integration of games in education has garnered substantial interest. This study explores a game-based teaching system, a prototype megagame with RPG elements, within an economics course. Methodologically, we assessed the engagement of the course as a proxy for gauging the impact of the game on the learning process. The game involved 177 undergraduate students in thematic sessions, with 59 males and 118 females. Of these, only 114 filled out the pre-test, and 86 filled out the post-test, showing a dropout rate of 25%. The range of the age was between 19 and 21 years. We propose an evaluative framework through pre-post surveys. The theoretical analysis underscores the immersive potential of RPGs in educational contexts, while the results show a decrease in cognitive engagement and an increase in some elements of emotional engagement in students’ perceptions, despite high starting expectations by students. Thus, this research highlights the need for a more effective use of gaming as an educational tool by identifying and addressing these shortfalls through further studies, and for the subsequent broader implementation of GBL techniques.
... For example, in the UK nearly half a million final year students across the UK are invited to take part in the National Student Survey (NSS) every year [19]. NNS was created as a tool by which universities could assess their own teaching quality and seek to improve student satisfaction [20]. It contains questions on the following aspects of student experience [19]: Teaching on my course, Learning opportunities, Marking and assessment, Academic support. ...
In recent years, various stakeholders, including researchers, policymakers, and students, have displayed a growing interest in assessing the effectiveness and performance of higher education institutions. Although no single indicator is sufficient to describe the organizational quality of the university, student satisfaction is one of the most often used indicators. Extensive prior research has consistently demonstrated that high levels of student satisfaction positively influence crucial performance measures such as student retention and institutional graduation rates. Although student satisfaction has been extensively studied, particularly among undergraduate students, much less research has been done among adult learners returning to college. This paper aims to identify the key institutional factors that significantly impact the satisfaction of part-time postgraduate students. We hope that the insights of the study can help universities to allocate their limited resources and ultimately to enhance the well-being of the students.
... Previous iterations of the SERU survey (2012) have looked into academic satisfaction using a greater range of items (Bae & Han, 2019). However, the subsequent iterations of the survey have used a single item to measure satisfaction in general and found that to be a simple and useful way to understand students' experiences (Lenton, 2015). ...
... It means that there are other stronger factors that can possibly affect student satisfaction. For example, student -staff ratio and student employability can be strong influencers of student satisfaction (Lenton, 2015). Fourth, as this study is tied to US higher education, although it uses commonly utilised learning objectives taxonomy, further research in other national contexts is required. ...
... Por otra parte, el análisis bibliométrico revela que el estudio de la CCV ha ganado espacio en la educación superior. El interés de los investigadores se suele orientar al estudio de aspectos ligados a la estructura curricular con el propósito de demostrar que la CCV es determinante en el aprendizaje de los estudiantes creando valor añadido y mejores oportunidades para su acceso al mercado laboral (Lenton, 2015). Por ejemplo, destaca el interés reciente de algunos autores en estudiar la influencia de la CCV en los resultados de aprendizaje en estudiantes y egresados, aunque esta línea de investigación constituye un desafío que requiere mayor exploración de profesores y gestores académicos (Ruskin & Bilous, 2020). ...
La co-creación de valor en la educación superior es un concepto que se centra en el proceso de colaboración activa y participativa entre todos los actores involucrados en el sistema universitario, con la finalidad de generar valor de manera conjunta. La presente investigación tuvo como objetivo realizar una cartografía detallada del corpus de conocimiento relacionado con la co-creación de valor en la educación superior según estudios de la Web of Science entre el periodo 2012-2022. Se llevó a cabo una investigación de tipo descriptiva y retrospectiva, basado en la metodología de revisión sistemática exploratoria, en publicaciones seleccionadas según criterios de pertinencia y relevancia. Los resultados del análisis ayudaron a identificar tendencias y patrones de la co-creación de valor en el ámbito universitario, evidenciando que la calidad, la satisfacción y el compromiso son ejes emergentes entre los investigadores del campo y que estudian los procesos de creación conjunta de valor. La investigación propone algunos ámbitos de análisis y líneas de investigación especializada que pueden ser importantes abordar en futuros trabajos. Temas clave que emergen de la investigación con el propósito de fortalecer la gestión institucional de las universidades.
... Por otra parte, el análisis bibliométrico revela que el estudio de la CCV ha ganado espacio en la educación superior. El interés de los investigadores se suele orientar al estudio de aspectos ligados a la estructura curricular con el propósito de demostrar que la CCV es determinante en el aprendizaje de los estudiantes creando valor añadido y mejores oportunidades para su acceso al mercado laboral (Lenton, 2015). Por ejemplo, destaca el interés reciente de algunos autores en estudiar la influencia de la CCV en los resultados de aprendizaje en estudiantes y egresados, aunque esta línea de investigación constituye un desafío que requiere mayor exploración de profesores y gestores académicos (Ruskin & Bilous, 2020). ...
The co-creation of value in higher education is a concept that focuses on the process of active and participatory collaboration between all the actors involved in the university system, in order to generate value together. The objective of this research was to carry out a detailed mapping of the corpus of knowledge related to the co-creation of value in higher education according to studies of the Web of Science between the period 2012-2022. A descriptive and retrospective investigation was carried out, based on the exploratory systematic review methodology, in publications selected according to relevance and relevance criteria. The results of the analysis helped to identify trends and patterns of co-creation of value in the university environment, evidencing that quality, satisfaction and commitment are emerging axes among researchers in the field and who study the processes of joint creation of value. The research proposes some areas of analysis and lines of specialized research that may be important to address in future work. Key issues that emerge from research with the purpose of strengthening the institutional management of universities.
... The study was conducted in a Chinese cultural context using the method of experiment with a survey (Lenton, 2015), statistical (Goss-Sampson, 2019), and correlational (Clark and Watson, 2016;Mõttus and Rozgonjuk, 2021) data analysis. These methods provided the basis for qualitative and quantitative results. ...
Young people are the driving force of society. Therefore, the well-being of society itself depends on what values and ideals they carry into adulthood. The purpose of this study was to identify and describe the values of contemporary Chinese youth in the context of their future life goals and to analyze how self-criticism shapes students’ depressive tendencies with the use of digital games. This study was conducted at Shaanxi Technical College of Finance and Economics with 157 Chinese students between the ages of 18 and 25. One hundred nine girls and forty-eight boys were randomly selected for the study. The study was conducted in a Chinese cultural context using the method of experiment with a survey, statistical, and correlational data analysis. Correlation analysis showed that the correlation between self-criticism and N/NE is strong (rs ¼ 0.50–0.65), but it was most related to the positive emotional component of E/PE. Thus, no obvious and serious reasons for the development of depression in young people were found. The results showed that digital games cannot influence the development of self-critical abilities of students, however, they can be a high-quality tool in psychological work with students to determine depressive moods, an overestimated level of self-criticism, and other problems that prevent them from learning. This article has implications for further research in education, as it may provide a basis for developing and improving new methods of constructing curricula. They can be aimed at defining special attention to the psychological state of students to prevent depressive states caused by high levels of self-criticism.
... They may also provide more support to enhance students' employability (e.g., push massive job recruitment information through emails or social media or provide matched training for schools or enterprises). Other researchers raised similar suggestions (see Lenton, 2015). ...
... An EdTech program needs to keep its goals, missions, and curriculum design updated to help students know what they can do with all the knowledge and skills gained from the program. Employability is extremely important to student satisfaction (Lenton, 2015). Considering the vast need for EdTech talents from the industry, a promising path for many undergraduate EdTech programs is to expand the career goals from a single option (e.g., K-12 IT teachers) to multiple options, including but not limited to instructional designers, learning experience designers, corporate trainers, project managers, product managers, user researchers, user experience designers, educational game designers, data analysts, etc. ...
Whether or not offering undergraduate educational technology (EdTech) programs has been discussed in the field of educational technology. Some researchers suggested offering EdTech programs at the undergraduate level. This study answered this question by examining how Chinese undergraduate EdTech students perceived their satisfaction with their programs and what factors affect their satisfaction. We conducted a survey investigation with more than 3000 undergraduate EdTech students from more than 100 Chinese universities that offered bachelor’s degrees in EdTech. We performed descriptive and inferential analyses (Multiple Regression Modeling and Multilevel Linear Modeling). The results indicated that (1) the overall undergraduate EdTech students’ satisfaction with their programs has much room for improvement; (2) students were generally less satisfied with the resources or facilities that their programs provided and with their employability; (3) students’ career goals after the undergraduate study were highly centralized to teaching in K-12 schools or obtaining a higher degree; (4) their satisfaction was affected by multiple factors such as region, universality level (ranking), university funding status, students’ academic grades, their willingness to enroll in EdTech programs, and their educational internship experience. Implications are discussed, and suggestions for the program satisfaction improvement are provided.
... The observation that in the recent years, research in the education domain has seen a paradigm shift from course-centred metrics to learner-centred metrics for strategic planning, measuring learning outcomes, student retention and success rate, etc. has been used as a cue to ponder upon whether the learner-centred metrics can be used to identify the popularity of an online educational content? Nowadays, learner satisfaction is used in some works as an alternative to previously discussed methods (Denson et al., 2010;Douglas et al., 2006;Ginns et al., 2007;Green et al., 2015;Lenton, 2015;Rabin et al., 2019;Richardson et al., 2007;Sutherland et al., 2018). Some works evaluate a learner's perceived satisfaction towards a course (Bolliger & Martindale, 2004;Elia et al., 2019). in this work, the goal is to identify whether an online course would be popular amongst learners. ...
An education system consists of imparting knowledge, assessing the learners, collecting feedback, analysing it, and taking proper measures to improve it. All these measures ultimately improve learner satisfaction which gets reflected in the learner performance and makes the course popular. Due to the corona pandemic, educational institutes and universities have shifted their activities online. In such a scenario, it is challenging to identify a course's popularity and the factors that make it popular. In this work, the authors have performed aspect-based sentiment analysis of learner feedback to identify the essential aspects of creating a popular course. The traditional methods for analysing feedback for sentiment analysis require manual intervention and are tedious. The authors have proposed a framework that identifies learner reviews' aspect level sentiment polarity and selected the significant aspects impacting a course's popularity. Experimental work is conducted over a large-scale real-world education dataset containing around 110 K learner comments (referred to as Educational Dataset now onwards) collected from Coursera 1 and learner data from academic institution MSIT 2. Different word embed-dings viz., FastText, Word2Vec (Word2Vector), GloVe (Global representation of Vectors), and user-created embeddings are used for CNN (Convolution Neural Network) and LSTM (Long Short Term Memory) models. These models are further compared with BERT (Bidirectional Encoder Representation from Transformers), EvoMSA (Evolutionary Multilingual Sentiment Analysis) and ELMo (Embeddings from Language Model) classi-fiers to find the method that works best for identifying the aspects that impact the popularity of a course. Based on the experimental results over the collected Dataset, BERT based model provides the best results with an accuracy of 94.27%
... In the UK it is common for a large class to be taught by a single teacher alone whereas in other countries such as the US the teacher is supported by teaching assistants, giving a higher teacher to student ratio. This latter scenario is more likely to make students feel visible and involved, indeed Lenton (2015) found that the staff student-ratio is a predictor of student satisfaction. ...
... A further assessment of studies on the quality of advanced learning institutions suggests that most of the empirical studies tend to have inconclusive results (F. Ali et al., 2016;Ammigan & Jones, 2018;Bates et al., 2019;Gruber et al., 2010;Lenton, 2015;Tan et al., 2016;Teeroovengadum et al., 2019). Therefore, Tan et al. (2016) propose that further studies should be conducted to explore and deepen the comprehension of the determinants of students' contentment with their experiences in advanced learning institutions from different and broader learning contexts. ...
Higher education stakeholders have re-strategized to identify the unique competitive causes of comfortability among students’ satisfaction. Student satisfaction has been largely observed in the literature as a significant strategy and competitive factor for higher education providers. This has compelled institutions to implement quality measures to attract and retain both potential and current students. Therefore, this research is to explore the determinants of student satisfaction. Cross-sectional data was generated from a purposive sample of 400 students across higher education institutions in Ghana. The data was analysed using multiple regression. Expectation theory is the theory that unpins this study. The results reveal that administrative services, academic services, and physical evidence are significant components of service quality. The outcomes of the study show there is a positive and significant relationship between satisfaction, academic services, and administrative services; physical evidence influence student satisfaction.
