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CIPES – Centre for Research in Higher Education Policies

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Presentation on theme: "CIPES – Centre for Research in Higher Education Policies"— Presentation transcript:

1 CIPES – Centre for Research in Higher Education Policies
ANSEES Student Satisfaction with Higher Education Critical Data for Student Development Maria de Lourdes Machado-Taylor, CIPES, Porto, PORTUGAL, Researcher Rui Brites, ISCTE/Business School, Lisbon, PORTUGAL Researcher and Professor of Quantitative and Qualitative Methods in Social Sciences António Magalhães, Porto University and CIPES, Researcher and Professor Maria José Sá, CIPES, Researcher

2 ANSEES CIPES RESEARCH TEAM:
James S. Taylor (Team Coordinator), CIPES & Aveiro University † António Magalhães (Team Coordinator), CIPES & Porto University Maria de Lourdes Machado-Taylor, CIPES & Polytechnic Institute of Bragança Rui Brites, CIPES & ISCTE Minoo Farhangmehr, CIPES & Minho University José Brites Ferreira, CIPES & Polytechnic Institute of Leiria Cláudia S. Sarrico, CIPES & Aveiro University Fernanda Correia, CIPES Orlanda Tavares, CIPES Maria José Sá, CIPES D. Bruce Johnstone, SUNY Buffalo University, USA (Consultant) ANSEES

3 CIPES OUTLINE Student satisfaction
The role of student satisfaction getting into retention and success Research design and methodology Findings Conclusions

4 CIPES Equipping students with useful and functional learning, graduation them and retaining them is challenging higher education institutions worldwide. Theoretical conceptualization of student’s satisfaction as a multidimensional construct. Meeting students needs, stimulate and enhance their development has become a complex goal. INTRODUCTION

5 DEFINING SATISFACTION
CIPES DEFINING SATISFACTION Satisfaction, in a broad sense, could be defined as a summary, affective and variable intensity response centred on specific aspects of acquisition and/or consumption and which takes place at the precise moment when the individual evaluates the object. Giese and Cote (2000) Adapting the definition of satisfaction to students, student satisfaction is defined as a short-term attitude that results from the evaluation of their experience with the educations service they receive. (Elliot and Healy (2001) CONCEPTUAL FRAMEWORK

6 CIPES Dimensions of satisfaction with the higher education service
CONCEPTUAL FRAMEWORK

7 CIPES Swail’s Geometric model of student persistence and achievement
THE CONCEPTUAL BASIS

8 RESEARCH DESIGN METHODOLOGY
CIPES Research Questions (1) Which institutional and student factors affect student success in Portuguese higher education institutions? (2) What is the relative level of satisfaction and importance of these factors for clarifying student success? RESEARCH DESIGN METHODOLOGY

9 Multi-level Structure RESEARCH DESIGN METHODOLOGY
CIPES Multi-level Structure RESEARCH DESIGN METHODOLOGY

10 Questionnaire Overview RESEARCH DESIGN METHODOLOGY
CIPES Questionnaire Overview Satisfaction and Importance: Decisions and Reasons for Students’ HEI Choices Academics and Academic Support Personal Growth and Development Institutional Processes and Services Finances and Financial Support Overall Institutional Perceptions RESEARCH DESIGN METHODOLOGY

11 RESEARCH DESIGN METHODOLOGY
CIPES National Study: Data coming from Continental Portugal, Madeira and the Azores Data in the period Sample: 11,471 students (Freshmen and Senior students) reported here RESEARCH DESIGN METHODOLOGY

12 CIPES Number of higher education institutions
University Polytechnic Universities Other Schools (not integrated) Polytechnic Institutes Other Schools (not integrated) Public 14* 5 15 16 Private 13 35 2 60 Total 27 40 17 76 RESEARCH DESIGN METHODOLOGY Source: MCTES

13 RESEARCH DESIGN METHODOLOGY
CIPES Evolution of the total enrolments in higher education systems and subsystems Education System Education Subsystem 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 Non Public Polytechnic 28 572 30 547 31 194 31 904 33 190 33 046 31 507 30 051 30 749 University 89 361 88 190 82 979 79 908 77 109 73 708 67 157 61 740 60 659 Total-Non Public 98 664 91 791 91 408 Public 80 007 90 286 Total- Public Total RESEARCH DESIGN METHODOLOGY

14 RESEARCH DESIGN METHODOLOGY
CIPES Areas of Study RESEARCH DESIGN METHODOLOGY

15 CIPES Number of Students Surveyed by HEI Type, by first and last year
Institutions Student N 1st year final year Public Universities 4.294 3.298 7.592 Public Polytechnics 2.469 1.511 3.980 Private Institutions 579 739 1.318 Total 7.342 5.548 12.890 RESEARCH DESIGN METHODOLOGY

16 CIPES Importance of each factor in students’ decision to enter higher education FINDINGS

17 Reasons to attend that particular institution
CIPES Reasons to attend that particular institution FINDINGS

18 Degree of importance and satisfaction with academics
CIPES Degree of importance and satisfaction with academics FINDINGS

19 Degree of importance and satisfaction with academic support
CIPES Degree of importance and satisfaction with academic support FINDINGS

20 Degree of importance and satisfaction with personal growth
CIPES Degree of importance and satisfaction with personal growth FINDINGS

21 Degree of importance and satisfaction with processes and services
CIPES Degree of importance and satisfaction with processes and services FINDINGS

22 CIPES Degree of importance and satisfaction with the course of study, institution, employability and social prestige with the course of study FINDINGS

23 CIPES Correlation between Importance and Satisfaction with Course, Institution, Employability and Social prestige of course of studies FINDINGS

24 CIPES Diagram of the Structural Equations Analysis (Standardized Beta Coefficients) FINDINGS

25 CIPES Latent variables concerning the satisfaction with the Course of studies, with the Employability, the Social prestige of the course of studies and the Institution Latent variables Observed variables (standardized Betas) Satisfaction with the Course of studies Satisfaction with the Institution Satisfaction with the Employability of the course of studies Satisfaction with the Social prestige of the course of studies Satisfaction with the Academic aspects 0,43 0,34 0,27 0,28 Satisfaction with the Academic support -0,02 0,30 0,11 0,09 Satisfaction with the aspects of the Personal growth 0,24 FINDINGS

26 Importance – Satisfaction =
CIPES Importance – Satisfaction = Gap Score Satisfaction shows room for improvement Gap Scores averages were found to be negative FINDINGS

27 CONCLUSIONS CIPES There is a gap between importance and satisfaction.
The importance attributed to each of the surveyed factors is always higher than the level of satisfaction students demonstrate with those same factors. HEI’s need to gather information on students’ perceptions and their experience in higher education, in order to include in their overall strategic plan the issues related to student satisfaction and student success.

28 QUESTIONS AND DISCUSSIONS
CIPES QUESTIONS AND DISCUSSIONS

29 THANK YOU ANSEES CIPES Maria de Lourdes Machado-Taylor
CIPES, Porto, PORTUGAL, Researcher and Professor Rui Brites ISCTE/Business School, Lisbon, PORTUGAL Researcher and Professor of Quantitative and Qualitative Methods in Social Sciences António Magalhães Porto University and CIPES, Porto, PORTUGAL, Researcher and Professor Maria José Sá CIPES, Porto, PORTUGAL, Researcher

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