Moving towards an understanding of the factors that contribute to student satisfaction in Higher Education Kathryn Robson and Associate Professor Barbara de la Harpe

RMIT University©2010 School of Property, Construction & Project Management 2 OUTLINE AND BACKGROUND Student satisfaction in higher education is a goal that all institutions seek. Satisfied students usually infers committed, engaged and enthusiastic participants in their programs (courses). This is an era of mass education with large cohorts of students and often large classes. If we perceive student satisfaction as a necessary, but elusive characteristic, then we first need to determine what students expect from their education experience. If graduate satisfaction is low and on the whole it is for property, valuation and construction graduates in Australia, then what are their expectations for their higher education experience? We need to understand and manage these expectations. Hence we come to the gap in research. The documents on student satisfaction come mainly from academics. What do the students think?

RMIT University©2010 School of Property, Construction & Project Management 3 RESEARCH QUESTIONS What are the key issues for a higher education (HE) experience? (Who says?) What does it take for PCPM students to graduate being satisfied with their educational experience? What do students in PCPM expect from the educational experience? What are their lived experiences of the educational process? What factors help, or hinder students educational experiences? What strategies can PCPM put in place to ensure student satisfaction? How could this process be applied nation wide? How can a balance between student satisfaction and industry requirements be achieved?

RMIT University©2010 School of Property, Construction & Project Management 4 LITERATURE REVIEW Students University Industry Stakeholders in the higher education experience

RMIT University©2010 School of Property, Construction & Project Management 5 LITERATURE REVIEW Cont. Customer Satisfaction in higher education? Each class a student is enrolled in is a service encounter. Perceived service quality is an attitude and attitudes are emotive and subject to change (Athiyaman, 1997). What factors contribute to a higher education experience? – Model (see handouts) –Student engagement (Chickering and Gamson 1987;Scott, 2006; Kift, 2004; Krause, 2005; NSSE, 2008; Kuh, 2003; etc) –Curricula (Candy, 2000) –Teaching methods and styles (Entwistle, McCune and Hounsell, 2003; Trigwell and Prosser, 2004) –Assessment and feedback (Hattie, 2009; Ramsden et al, 2007) –Administration experience –Student motivation, first year experience etc (Pintrich et al 1993)

RMIT University©2010 School of Property, Construction & Project Management 6 LITERATURE REVIEW Cont. Changing nature of student (millennium or net generation): it is realistic to expect to have up to 30% of your students who are working to support themselves and be not very interested in their program. For many it is simply a means to a job. This of course leads to problems in the classroom with poor attendance, inability to complete tasks, problems meeting group expectations and rarely completing set work (Kington, 2008). More students often mean larger classes and stretched facilities and support. The level of support that students receive may vary and they may be left to fend for themselves in what may be a very foreign environment (Kift, 2004; Krause, 2005a). Research indicates that students are working longer hours in paid employment and generally feel less committed to their tertiary studies. The students find the transition from Secondary School difficult and lonely. The increasing class sizes and flexible course delivery, exacerbates this sense of alienation (Kift, 2004). The old recipe for engagement is no longer relevant. The challenge is how to engage with such a diverse university population? We need to do more to address adequately the full meaning and implications of student engagement (Krause, 2005).

RMIT University©2010 School of Property, Construction & Project Management 7 METHODOLOGY The main thrust of the research is the student body. This is the core group to engage with. We need to research them across all year levels and during their first year in industry (five year levels). This study will then be benchmarked by sampling similar programs to PCPM, Australia wide. A case study mixed methods research will be used in this research study (Krause, 2005). –Action research (emphasis will be on the development of a model for excellence in the School of PCPM around curricula, teaching etc, based on identified factors critical to student satisfaction). –This paper discusses the development of a model of factors that make up the HE experience for students in Property/Construction in Australia. Using focus groups and questionnaires, the importance of these factors will be weighted to determine their relevant importance to HE students in their educational experience. This can then be adapted for use with future student satisfaction surveys.

RMIT University©2010 School of Property, Construction & Project Management 8 DISCUSSION OF THE MODEL The model is a work in progress and will be tested on focus groups of Property/construction students at RMIT University, academics and Industry. (Your input from this conference is highly valued.) The model has been developed from the literature and personal experience of over thirty years teaching in HE. The model consists of a number of sub-models and examines the HE experience from the aspect of the student experience. The model takes into account the influences of the various stakeholders in the HE process. The model suggests ten behavioural elements that all stakeholders in the HE experience should be aware of and adhere to.

RMIT University©2010 School of Property, Construction & Project Management 9 Subsets A (the University) (C & G, 1987; ECS, 1995; Kuh, 2003; Synder, 2003) Contact Hours & Workloads Deep Learning Challenges Interesting Aims & Learning Outcomes Delivery Mode Structure Content Choice & Organisation Design Curricula

RMIT University©2010 School of Property, Construction & Project Management 10 Subsets A (the University) (Candy, 2000; Scott, 2006) IT Support Processes Student Support System Timetabling Facilities & Teaching Aids Learning Environments & Technologies Marketing Administration

RMIT University©2010 School of Property, Construction & Project Management 11 Subsets A (the University) (Entwistle, McCune and Hounsell, 2003; Trigwell and Prosser, 2004, McLaughin and Robson, 2007) Variable Interactive Teaches Beliefs, Concepts & Reflective Practice Respect for Diverse, Knowledge, Talents & Background Flexibility & Willing to Change Teaching Methods & Styles Foster Creativity, Imagination & Innovation

RMIT University©2010 School of Property, Construction & Project Management 12 Subsets A (the University) ( Candy, 2000; Scott, 2006) Political Non-Curricula Activities SocialSporting

RMIT University©2010 School of Property, Construction & Project Management 13 Subsets A (the University) (Candy, 2000; Scott, 2006) Industry & Community Involvement Fairness & Moral Order Supervision Mentoring Career Transition Lecturer Expectation Relationships Staff / Student Interaction Collaboration

RMIT University©2010 School of Property, Construction & Project Management 14 Subsets A (the University) (Entwistle, McCune and Hounsell, 2003; Trigwell and Prosser, 2004, McLaughin and Robson, 2007) Appropriateness Time on Task Type & Approaches Assessment & Feedback Timely & Appropriate Feedback

RMIT University©2010 School of Property, Construction & Project Management 15 Subset B (the student) (Kift, 2004; Krause, 2005, 2005a) Peer Groups Morale Identity Choices & Experiences Motivation & Satisfaction with program Time Allocated to Work, Study 1 st Year Experience Funding Source Learning Methods & Styles HE Students Orientation Beliefs, Values & Expectations Ability, Knowledge & Learning Skills

RMIT University©2010 School of Property, Construction & Project Management 16 Political Non-Curricula Activities SocialSporting Peer Groups Morale Identity Choices & Experiences Motivation & Satisfaction with program Time Allocated to Work, Study 1st Year Experience Funding Source Learning Methods & Styles HE Students Orientation Beliefs, Values & Expectations Ability, Knowledge & Learning Skills HE Students Industry Requirements WIL Working for Money Relaxing & Socialising University - Teachers Industry & Community Responsibility Respect Diversity Passion Interaction Activity Expectations Negotiation Cooperation Communication Contact Hours & Workloads Deep Learning Challenges Interesting Aims & Learning Outcomes Delivery Mode Structure Content Choice & Organisation Design Curricula Variable Interactive Teaches Beliefs, Concepts & Reflective Practice Respect for Diverse, Knowledge, Talents & Background Flexibility & Willing to Change Teaching Methods & Styles Foster Creativity, Imagination & Innovation Teaching Methods & Styles Non-Curricula Activities IT Support Processes Student Support System Timetabling Facilities & Teaching Aids Learning Environments & Technologies Marketing Administration Industry & Community Involvement Fairness & Moral Order Supervision Mentoring Career Transition Lecturer Expectation Relationships Staff / Student Interaction Collaboration Relationships Appropriateness Time on Task Type & Approaches Assessment & Feedback Timely & Appropriate Feedback Assessment & Feedback