The Determinant of Student Satisfaction in Academic and Administrative Services in Private Universities

The Determinant of Student Satisfaction in Academic and Administrative Services in Private Universities

Benjamin Ghansah (Data Link Institute, Tema, Ghana), Juliana Serwaa Andoh (Kwame Nkrumah University of Science and Technology, Kumasi, Ghana), Patrick Gbagonah (Data Link Institute, Tema, Ghana) and Joy Nana Okogun-Odompley (Data Link Institute, Tema, Ghana)
Copyright: © 2021 |Pages: 18
DOI: 10.4018/978-1-7998-3438-0.ch068

Abstract

Students are the primary stakeholders of the university, so the article evaluated the factors that influence student satisfaction in the university. The study employed descriptive statistics and one sample t-test was used to analyse the data. Reliability test was also done using Cronbach's Alpha and Kaiser-Meyer-Olkin Measure (KMO) of Sampling Adequacy and Bartlett's Test of Sphericity. A quantitative sample of 1,750 students was drawn from seven (7) selected universities in Tema, Ghana and two hundred and fifty (250) questionnaires were distributed to each university. The findings highlighted various levels of satisfaction. It was observed that all the factors such as classroom environment, textbook and tuition fees, student support facilities, business procedures, relationship with teaching staff, knowledgeable and responsive faculty, staff helpfulness, feedback, and class sizes drives student satisfaction. The paper attempts to develop insights into dimension of student satisfaction in academic and administrative services in private universities in the Tema metropolis.
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Literature Review

Student Satisfaction

Saif (2014) describes satisfaction as a feeling of contentment that is gained when a person satisfied his or her yearnings. Satisfaction has also been described as the perception of gratifying fulfillment of a service (Thomas, 2011). According Weerasinghe and Fernando (2018); Yusoff et al. (2015), student satisfaction is a short-term viewpoint which result from the evaluation of students’ experience with regard to the education services rendered. Student’s satisfaction is a multifaceted concept influenced by a variety of characteristics of students and institutions (Bates, Kaye, & McCann, 2019). However, as affirmed by Stoltenberg (2011) and Tsedzah and Obuobisa-Darko (2015), assessment at each institutional level is defensible given the importance of student satisfaction as an outcome in its own right. To boost the reputation of the University, student satisfaction is an inevitable factor as it attracts and retains high achievers. Student satisfaction is a dynamic activity that necessitates well-defined and effective action of an institution heeding to its students. Researchers have used different models such as SERVQUAL (Asinyo, 2015; Brochado, 2009; Calvo-Porral, Lévy-Mangin, & Novo-Corti, 2013; Prentice, Brady, & McLaughlin, 2018; Shekarchizadeh, Rasli, & Hon-Tat, 2011; Yunus, Ishak, & Razak, 2010) and SERVPERF (Ali, Zhou, Hussain, Nair, & Ragavan, 2016; Brochado, 2009) and other models (Allam, 2018; Letcher & Neves, 2010; Majeed, 2019) to describes students satisfaction.

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