Quality of the Student Experience: An International Study

Quality of the Student Experience: An International Study

Chenicheri Sid Nair (University of Western Australia, Australia) and Mahsood Shah (University of Canberra, Australia)
DOI: 10.4018/ijqaete.2012070103
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The changing pattern of student participation is playing a key role in the changing trend in the student experience. Research in general has reported the student experience and satisfaction mostly at institutional and national levels. There is limited research on what students see as most important in various institutions with various students which may improve student engagement, retention, and improvement in student satisfaction. This paper reviews the trend in student experience in three universities that have been using student satisfaction surveys for more than a decade with diverse student groups. The study presents an international perspective to student experience and satisfaction and the report in this paper is based on two Australian and one United Kingdom University. The findings and results of this study informs the predictors of student satisfaction which if effectively managed and improved by universities could result in improved student engagement, retention and student satisfaction.
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Student Experience And Satisfaction: What Do We Know?

The changing pattern of student participation in higher education has played a key role in the student expectations and experience. The growth of student participation in higher education and the diversity of students require institutions and governments to rethink about student experience and how student learning in higher education contributes to national economy. Higher education in Australia and other parts of the world is no longer dominated by only 18-21 year olds living on campus, studying fulltime, using traditional face-to-face learning, using campus facilities such as gymnasiums, bars and pools, and being taught by elite academic. James et al. (2007) study in Australia suggests that more than 74% of students undertaking undergraduate courses are engaged in full time or part time working while also studying full time. Mass communication and use of technology in day to day lives have opened new styles of communication outside higher education which have led to expectations of 24 hour, seven day a week availability of learning support.

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