International Student Satisfaction: Role of Resources and Capabilities
Notice bibliographique
Résumé
Abstract This study investigates service marketing in higher education by examining influence of resources and capabilities in international students' satisfaction with a higher education institution and likelihood of their recommending it to prospective students. The results suggest that, of six hypothesized antecedents to student satisfaction, four were significant. For students to recommend a tertiary educational institute, only two of five hypothesized antecedents were significant. Finally, we hypothesized that student satisfaction mediates relationship between capabilities and recommending institution. Three hypotheses out of six were supported. The data is analyzed through path modeling, which results in a holistic perspective of relationships among constructs. Finally, we discuss implications of these results to university administrators. Introduction There has been unprecedented demand for higher education because global wealth is concentrated less and less in factories and land, and more and more in knowledge and skills (Power 2000). Universities in most developed economies have responded to these challenges through expansion of knowledge delivery options and through appealing to different sets of potential students. The 'global' dimension of higher education makes universities part of world markets with a new system of relationships (Marginson 2000). It is associated with the rise of all sorts of entrepreneurial activities (Pratt and Poole 1999/2000). This has gradually transformed universities into largely self-funded enterprises where value is created through forming, packaging and delivering content to students to meet international market demand for specialized training and education. The rapid growth of international students in traditional classrooms suggests that, in their striving for higher education, students pursue values that differ from cost saving on education since cheaper alternatives are available. This pursuit of different values may be because face-to-face education in a foreign country achieves several objectives. These include improving students' language skills, providing an opportunity for independence from parents, experiencing different cultures and generally gaining new life experiences. It is noteworthy that five main education exporters USA, UK, Canada, Australia and New Zealand (Marshall 2002) are all English-speaking countries. This shows that English is not only a widely accepted international business language but also a medium for many curriculum programs. The increase in demand for slots by international students, at least in Australia, has given universities more opportunities in selecting international students with better academic qualifications, rather than emphasizing students' ability to pay. This allows for raising and/or maintenance of standards and, for protecting university name and reputation, which are essential for competition for students and university financial prosperity. As overseas student numbers have grown, universities have increasingly paid attention to cultural, individual and national differences. This has led to development of educational programs and organizational support structures within universities that facilitate learning and ease of adjustment to local environment. Foreign students contribute a significant proportion of revenue to many universities suggesting there is a need to closely examine drivers of student satisfaction to enable university administrators to more effectively deploy their resources and capabilities. The Role of Student in Educational Setting To define drivers of student satisfaction, one needs to initially understand role of student in an educational setting. Despite fact that topic of higher education evaluation has been studied extensively from different perspectives such as student satisfaction with quality of courses and teaching (Athiyaman, 1997; Oldfield & Baron, 2000; Yanhong Li & Kaye, 1998) or student evaluations of teaching process (Simpson & Siguaw, 2000; Marks, 2000), previous research has not contributed to development of a holistic model of student satisfaction within higher education institutions. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».