scholarly journals Student Surveys: Measuring the Relationship between Satisfaction and Engagement

2021 ◽  
Vol 11 (6) ◽  
pp. 297
Author(s):  
Camille Kandiko Howson ◽  
Frederico Matos
Keyword(s):  
Undergraduate Students ◽  
Student Experience ◽  
Education Student ◽  
Student Survey ◽  
Student Surveys ◽  
Outcome Goals ◽  
Experience Survey ◽  
Learning And Change ◽  
The Uk ◽  
The Relationship

This study explores the relationship between satisfaction and engagement survey items through an institutionally based survey, drawing on the two largest higher education student experience surveys in the world. The UK-based National Student Survey (NSS) was designed to inform student choice and drive competition and the US-based National Survey of Student Engagement (NSSE) was developed to provide actionable data for institutional enhancement. Comparing these surveys leads to a critical review of how such data can be used for policy decisions and institutional enhancement. The Institutional Experience Survey thus draws on findings from a survey of 1480 non-final year undergraduate students in a research-intensive UK university. Those who reported higher levels of engagement, measured across 17 engagement benchmarks, also reported significantly higher levels of satisfaction. Results are used to discuss the application of engagement-based surveys in the UK, compared to satisfaction-based surveys, and the benefits and challenges of both approaches. Conclusions are made about the usefulness of nationally standardised experience surveys, the different outcome goals of engagement and satisfaction, such as responsibility for learning and change, audience and results and lessons for other countries looking to measure the student experience. The paper highlights the need for a shift in perspective in relation to the role of student surveys in determining national and institutional policy from a student-as-customer approach to one that sees students and institutions as co-responsible for learning and engagement.

scholarly journals Supporting student transition to higher education feedback: an evaluation of an online feedback training approach

2017 ◽  
Author(s):  
Michael Hast
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Student Experience ◽  
Hard Copy ◽  
Undergraduate Teaching ◽  
Net Generation ◽  
Education Student ◽  
Training Approach ◽  
Transition To Higher Education ◽  
Online Feedback

Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. However, this prior research has also highlighted lack of training for students on how to access and make use of online feedback. The present study therefore evaluates a novel training approach embedded within an undergraduate teaching programme. Students completed a survey on the training approach. A sub-set and an additional comparison group took part in focus groups. The findings indicate a clear need for such specific training, that it can reduce depersonalisation in an age where universities are becoming increasingly digital, and that the transition into higher education can be supported through appropriate realignment of student instruction. More research is required to address the extent of the training's impact on feedback engagement, but the outcomes should contribute to a refining of current approaches to introducing undergraduate students to working with feedback, which should ultimately enhance the overall higher education student experience.

scholarly journals University Students’ Changing Library Needs and Use: A Comparison of 2016 and 2018 Student Surveys

2020 ◽  
Vol 15 (1) ◽  
pp. 59-89
Author(s):  
Jung Mi Scoulas ◽  
Sandra L. De Groote
Keyword(s):  
Graduate Students ◽  
University Students ◽  
Undergraduate Students ◽  
Resource Use ◽  
Student Survey ◽  
Student Surveys ◽  
Library Resources ◽  
Survey Results ◽  
Physical Spaces ◽  
Website Use

Abstract Objective – This study examines differences in university students’ library use and satisfaction (e.g., in-person library visits, online and print resource use, space satisfaction, and library website use) between 2016 and 2018 based on local survey data. It also discusses how these findings provided guidance for future planning and action.     Methods – The academic university library developed the surveys for undergraduate and graduate students and distributed them in Spring 2016 and 2018. Both student surveys focused on examining students’ needs relative to library resources and services, although the 2018 student survey also attempted to quantify students’ library visits and their use of library resources. While the surveys were not identical, the four questions that appeared in both surveys (i.e., library visits, resource use, library space satisfaction, and library website use) were recoded, rescaled, and analyzed to measure the differences in both surveys. Results – The survey results reveal that students’ library visits and use of library resources in 2018 were higher than in 2016. In particular, undergraduate students’ use of library resources in 2016 were lower than those in 2018, whereas graduate students’ use of library resources remained similar in both years. Another key finding indicates that the mean score of students’ library quiet study space satisfaction in 2018 was higher than in 2016. However, when compared to the 2016 survey, there was a decrease in students’ ease of library website use in the 2018 survey. Conclusion – Assessing students’ behavior and satisfaction associated with their use of library physical spaces, resources, and services should be conducted on an ongoing basis. Over time, the survey findings can be used as evidence based data to communicate patterns of users’ behavior and satisfaction with various stakeholders, identify areas for improvement or engagement, and demonstrate the library’s impact. Survey results can also inform further strategic and assessment planning.

scholarly journals The impact of housemate relationships on undergraduate student wellbeing

2019 ◽  
Author(s):  
Lucy Foulkes ◽  
Ariyana Reddy ◽  
Juliette Westbrook ◽  
Elizabeth Newbronner ◽  
Dean McMillan
Keyword(s):  
Psychological Distress ◽  
Undergraduate Students ◽  
Qualitative Content Analysis ◽  
Positive Relationships ◽  
Student Wellbeing ◽  
Practical Support ◽  
Wide Range ◽  
The Uk ◽  
The Impact ◽  
The Relationship

Rates of psychological distress in UK undergraduate students are high. The majority of undergraduate students live with same-age peers, and are in a developmental period characterised by changes in social cognition and social relationships. As such, examining the relationship that students have with their housemates may be critical for understanding student wellbeing. In the current study, N=90 undergraduates at universities across the UK took part in an online qualitative study examining the role that housemates play in student wellbeing. Four themes were constructed from the data using inductive qualitative content analysis: Positive relationships stem from constant contact and shared experience; Positive relationships enable a wide range of emotional and practical support; Conflict stems from disrespect; and Poor relationships lead to loneliness, isolation and psychological distress. Together, the themes demonstrate the divergent impact that housemates can have on student wellbeing: they can be a source of immense support or great unhappiness. The findings demonstrate that, to understand wellbeing in UK undergraduates, relationships within student accommodation should be examined.

The Relationship between Personality and Religion among Undergraduate Students in Germany

2002 ◽  
Vol 24 (1) ◽  
pp. 121-127 ◽  
Author(s):  
Leslie J. Francis ◽  
Hans-Georg Ziebertz ◽  
Christopher Alan Lewis
Keyword(s):  
Individual Differences ◽  
Undergraduate Students ◽  
Short Form ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
The Uk ◽  
The Relationship ◽  
Attitude Toward Christianity ◽  
Francis Scale

A sample of 311 undergraduate students in Germany completed German translations of the short form Revised Eysenck Personality Questionnaire together with the Francis Scale of Attitude toward Christianity. The data demonstrated that psychoticism is fundamental to individual differences in religiosity, while religiosity is independent of both extraversion and neuroticism. These findings are consistent with those from a series of studies employing the same measure of religiosity among school pupils, students and adults in the UK.

scholarly journals Working at Pleasure in Young Women's Alcohol Consumption: A Participatory Visual Ethnography

2014 ◽  
Vol 19 (3) ◽  
pp. 65-78 ◽  
Author(s):  
Angus Bancroft ◽  
Mariah Jade Zimpfer ◽  
Orla Murray ◽  
Martina Karels
Keyword(s):  
Alcohol Consumption ◽  
Undergraduate Students ◽  
Video Recording ◽  
Student Experience ◽  
Visual Ethnography ◽  
Night Time ◽  
The Public ◽  
Narrow Framing ◽  
The Uk ◽  
Liberal Concept

This paper reports on a participatory ethnography conducted with undergraduate students. It examined the rituals and habits through which they constructed their intoxication culture. Students used video recording devices such as smartphones to collect data about aspects of their intoxication experiences. They were then interviewed about emerging analytical themes. In this paper we focus on one aspect of intoxication culture, the place of pleasure in women's accounts. We build on previous research that showed that pleasure was present but not always dominant in women's accounts of leisure focused drinking. They experienced the predominant, neo-liberal concept of pleasure as a demand which had to be navigated alongside their own desires which could include a preference for a more situated, intimate, sociability. Pre-drinking occasions were especially significant as places where bonds could be built up and body and self prepared to enter the public night-time economy. For many, this preparation became the main, enjoyable event in contrast to sometimes fraught and demanding public drinking spaces, where women could find themselves subject to various critical judgements about their femininity. Their activities on these occasions focused on achieving a ‘good drunk’, a manageable state of group intoxication. We use these findings to comment critically on the gendering of the night-time economy, the narrow framing of ‘pleasure’ in it, and the commodification of student experience in the UK.

scholarly journals ENTREPRENEURSHIP IN PRIVATE HIGHER EDUCATION UK

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Katarina Sokić ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Foreign Students ◽  
Capital Investment ◽  
Private Higher Education ◽  
Education Student ◽  
Diverse Range ◽  
Postgraduate Students ◽  
For Profit ◽  
The Uk

<p>Our study examined some aspects of entrepreneurship in private higher education in the UK. The growing value of the private higher education sector in the UK represents an opportunity for entrepreneurial investment. For this purpose, we analysed the available data from the 2015/16 to 2017/18 academic years as well as data published online in HESA’s Statistical Bulletin Higher Education Student Statistics: Alternative Providers. The data show that the total number of students grew in the observed period and the largest increase was recorded in postgraduate students. Among the students enrolled with private providers, 38% were 30 years and over in 2017/18. However, the number of younger undergraduate students is growing year on year. One of the most significant features of the private sector is low enrolment rates for students with government- supported tuition fee loans. The majority of privately-funded higher education providers operate as for-profit organisations, and one of the key factors in developing and strengthening this sector is to attract foreign capital investment and new domestic and foreign students, whilst maintaining a high quality and diverse range of study programs. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0974/a.php" alt="Hit counter" /></p>

scholarly journals Student Evaluations of Teaching as ‘Fact-Totems’: The Case of the UK National Student Survey

2013 ◽  
Vol 18 (4) ◽  
pp. 148-157 ◽  
Author(s):  
Duna Sabri
Keyword(s):  
Higher Education ◽  
National Policy ◽  
Student Experience ◽  
Student Evaluations ◽  
Student Survey ◽  
Student Evaluations Of Teaching ◽  
Identity Narratives ◽  
Production And Consumption ◽  
The Uk ◽  
A Site

Taking the UK National Student Survey (NSS) as a case study of student evaluations of teaching (SET) which are now used widely in higher education, I argue that the production and consumption of such survey data have a symbolic value that exceeds, and is often independent of, any technical understanding of their statistical meaning. The NSS, in particular, has acquired significance that far outweighs its validity or intended use. This is evident in national policy where it has become the primary measure of ‘the student experience’, ostensibly articulating current students’ views, and giving prospective students – as consumers – information to help them choose between courses. Higher education institutions now allocate resources to improving ‘the student experience’, as defined by NSS results. Their desire to improve NSS results has come to redefine higher education work and relationships between students and academics, academics and managers, and students and institutions. Moreover, NSS results and universities’ relative positions in NSS scores have become ‘fact-totems’, a site of intense social attention within universities, provoking anticipatory anxiety, and becoming embedded in universities’ identity narratives. Alongside an analysis of the policy structures that perpetuate the NSS at national and institutional levels, I draw on two studies conducted within one UK university to examine at a micro-level the meanings and practices that can be generated in the production and consumption of the NSS for students, academics and managers in higher education.

Coping Style as a Mediator of the Relationship Between Depressive Symptoms and Deliberate Self-Harm

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 272-279 ◽  
Author(s):  
Allison S. Christian ◽  
Kristen M. McCabe
Keyword(s):  
Depressive Symptoms ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Self Report ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Deliberate Self Harm ◽  
Self Blame ◽  
Self Harm ◽  
The Relationship

Background: Deliberate self-harm (DSH) occurs with high frequency among clinical and nonclinical youth populations. Although depression has been consistently linked with the behavior, not all depressed individuals engage in DSH. Aims: The current study examined maladaptive coping strategies (i.e., self-blame, distancing, and self-isolation) as mediators between depression and DSH among undergraduate students. Methods: 202 students from undergraduate psychology courses at a private university in Southern California (77.7% women) completed anonymous self-report measures. Results: A hierarchical regression model found no differences in DSH history across demographic variables. Among coping variables, self-isolation alone was significantly related to DSH. A full meditational model was supported: Depressive symptoms were significantly related to DSH, but adding self-isolation to the model rendered the relationship nonsignificant. Limitations: The cross-sectional study design prevents determination of whether a casual relation exists between self-isolation and DSH, and obscures the direction of that relationship. Conclusions: Results suggest targeting self-isolation as a means of DSH prevention and intervention among nonclinical, youth populations.

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