Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30135
Overall Student Satisfaction at Tabor School of Education: An Examination of Key Factors Based on the AUSSE SEQ

Authors: Francisco Ben, Tracey Price, Chad Morrison, Victoria Warren, Willy Gollan, Robyn Dunbar, Frank Davies, Mark Sorrell

Abstract:

This paper focuses particularly on the educational aspects that contribute to the overall educational satisfaction rated by Tabor School of Education students who participated in the Australasian Survey of Student Engagement (AUSSE) conducted by the Australian Council for Educational Research (ACER) in 2010, 2012 and 2013. In all three years of participation, Tabor ranked first especially in the area of overall student satisfaction. By using a single level path analysis in relation to the AUSSE datasets collected using the Student Engagement Questionnaire (SEQ) for Tabor School of Education, seven aspects that contribute to overall student satisfaction have been identified. There appears to be a direct causal link between aspects of the Supportive Learning Environment, Work Integrated Learning, Career Readiness, Academic Challenge, and overall educational satisfaction levels. A further three aspects, being Student and Staff Interactions, Active Learning, and Enriching Educational Experiences, indirectly influence overall educational satisfaction levels.

Keywords: Tertiary student satisfaction, tertiary educational experience, pre-service teacher education, path analysis.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1126718

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 771

References:


[1] N. D. Aitken, “College student, performance, satisfaction and retention: specification and estimation of a structural model”, The Journal of Higher Education, vol. 53, no. 1, pp. 32-50, Jan. – Feb. 1982.
[2] B. A. Browne, D. O. Kaldenberg, W. G. Browne, and D. J. Brown, “Student as customer: factors affecting satisfaction and assessments of institutional quality”, Journal of Marketing for Higher Education, vol. 8, no. 3, pp. 1-14, 1998.
[3] K. M. Elliot, and M. A. Healy, “Key factors influencing student satisfaction related to recruitment and retention”, Journal of Marketing for Higher Education, vol. 10, no. 4, pp. 1-11, 2001.
[4] M. M. Navarro, M. P. Iglesias, and P. R. Torres, “A new management element for universities: satisfaction with the offered courses”, International Journal of Educational Management, vol. 19, no. 6, pp. 505-526, 2005.
[5] J. A. Douglas, A. Douglas, R. J. McClelland, and J. Davies, “Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context”, Studies in Higher Education, vol. 40, no. 2, pp. 329-349, 2015.
[6] J. Douglas, A. Douglas, and B. Barnes, “Measuring student satisfaction at a UK university”, Quality Assurance in Education, vol. 14, no. 3, pp. 251-267, 2006.
[7] K-L. Krauss, and H. Coates, “Students’ engagement in first-year university”, Assessment & Evaluation in Higher Education, vol. 33, no. 5, pp. 493-505, 2008.
[8] ACER, AUSSE 2013 Tabor Adelaide Executive Summary Report. Melbourne, VIC: ACER, 2013.
[9] ACER, AUSSE 2010 Institution Report. Melbourne, VIC: ACER, 2010.
[10] ACER, “An overview of the psychometric properties of the AUSSE Student Engagement Questionnaire (SEQ)”, Research Briefing: Australasian Survey of Student Engagement, vol. 7, pp. 1-14, 2011.
[11] ACER, AUSSE 2012 Institution Report. Melbourne, VIC: ACER, 2012.
[12] R. B. Kline, Principles and Practice of Structural Equation Modeling. New York: The Guilford Press, 1998.
[13] IBM Corporation, IBM SPSS. New York: IBM Corporation, 2015.
[14] K. G. Jöreskog and D. Sörbom, LISREL 8.80 for Windows. Lincolnwood, IL: Scientific Software International, Inc., 2006.
[15] G. Rayner and T. Papakonstantinou, “Student perceptions of their workplace preparedness: making work-integrated learning more effective”, Asia-Pacific Journal of Cooperative Education, vol. 16, no. 1, pp. 13-24, 2015.
[16] L. M. Carter and A. Romero, “Work integrated learning and student satisfaction: a qualitative study in a business school” in Proceedings of the Our University, Our Future: Celebrating Learning and Teaching 2013, Macquarie University, New South Wales, 2014, pp. 19-24.
[17] R. Whannell, “Predictors of attrition and achievement in a tertiary bridging program”, Australian Journal of Adult Learning, vol. 53, no. 2, pp. 280-301, 2013.
[18] G. McDonald, “Does size matter? The impact of student-staff ratios”, Journal of Higher Education Policy and Management, vol. 35, no. 6, pp. 652 – 667, 2013.
[19] D. Bradley, P. Noonan, H. Nugent and B. Scales, Review of Australian higher education: Final Report. Canberra, ACT: Department of Education, Employment and Workplace Relations, Commonwealth of Australia, 2008.
[20] D. Mayer, A. Allard, R. Bates, M. Dixon, B. Doecke, A. Kostogriz, L. Rowan, B. Walker-Gibbs, S. White, J. Kline, et al., Studying the Effectiveness of Teacher Education – Final Report. Geelong, VIC: Deakin University, 2015.
[21] F. Ben, “Students’ uptake of physics: A study of South Australian and Filipino Physics students”, unpublished.
[22] J. Allen and C. Clarke, “Nurturing supportive learning environments in higher education through the teaching of study skills: To embed or not to embed?”, International Journal of Teaching and Learning in Higher Education, vol. 19, no. 1, pp. 64-76, 2007.
[23] I. Hussain, “A study of learners’ reflection on andragogical skills of distance education tutors”, International Journal of Instruction, vol. 6, no. 1, pp. 123-138, 2013.
[24] K. A. Jones and J. L. Jones, “Making Cooperative Learning Work in the College Classroom: An Application of the ‘Five Pillars’ of Cooperative Learning to Post-Secondary Instruction”, The Journal of Effective Teaching, vol. 8, no. 2, pp. 61-76, 2008.
[25] S. Attle and B. Baker, “Cooperative Learning in a Competitive Environment: Classroom Applications”, International Journal of Teaching and Learning in Higher Education, vol. 19, no. 1, pp. 77-83, 2007.
[26] G. Scott, University student engagement and satisfaction with learning and teaching. University of Western Sydney: Review of Australian Higher Education, 2008.
[27] R. B. Williams, Cooperative Learning: A Standard for High Achievement. Thousand Oaks, CA: Corwin Press, 2007.
[28] C. M. Shields, Bakhtin Primer. New York, USA: Peter Lang Publishing, 2007.
[29] J. Reeve, “How students create motivationally supportive learning environments for themselves: The concept of Agentic Engagement”, Journal of Educational Psychology, vol. 105, no. 3, pp. 579-595, 2013.
[30] D. W. Johnson, R. T. Johnson and K. A. Smith, Active learning: Cooperation in the college classroom. Edina, MN: Interaction, 1991.
[31] Universities Australia, Landmark strategy to make graduates more ‘job ready’, , 2013 (accessed 16 March 2016).
[32] C. Morrison, “Purpose, practice and theory: Teacher educators’ beliefs about Professional Experience”, Australian Journal of Teacher Education, vol. 41, no.3, pp. 105-125, 2016.
[33] R. Le Cornu, Key components of effective professional experience in initial teacher education in Australia. Melbourne, VIC: Australian Institute for Teaching and School Leadership, 2015.
[34] C. Crosswell and D. Beutel, “A bridge over troubling waters: a snapshot of teacher graduates' perceptions of their ongoing professional learning needs”, Asia-Pacific Journal of Teacher Education, vol. 41, no. 2, pp. 144-158, 2013.
[35] Department of Education Science and Training, An ethic of care: Effective programmes for beginning teachers. Canberra, ACT: Commonwealth of Australia, 2002.
[36] A. McCormack, J. Gore and K. Thomas, “Early career teacher professional learning”, Asia-Pacific Journal of Teacher Education, vol. 34, no. 1, pp. 95–113, 2006.
[37] E. R. Howe, “Exemplary teacher induction: An international review”, Educational Philosophy & Theory, vol. 38, no. 3, pp. 287-297, 2006.
[38] P. McKenzie, G. Rowley, P. Weldon and M. Murphy, Staff in Australian Schools 2010: Main report on the survey. Camberwell, VIC: Australian Council for Educational Research, 2011.
[39] Department of Education, Employment and Workplace Relations, Review of funding for schooling: Final report. Canberra, ACT: Commonwealth of Australia, 2011.
[40] M. Pietsch and J. Williamson, “‘Getting the pieces together’: Negotiating the transition from pre-service to in-service teacher”, Asia-Pacific Journal of Teacher Education, vol. 38, no. 4, pp. 331-344, 2010.
[41] J. Pearce and C. Morrison, “Teacher identity and early career resilience: Exploring the links”, Australian Journal of Teacher Education, vol. 36, no. 1, pp. 48-59, 2011.
[42] M. Pillen, D. Beijaard and P. den Brok, “Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies”, European Journal of Teacher Education, vol. 36, no. 3, pp. 240-260, 2013.
[43] R. Ewing and J. Manuel, “Retaining quality early career teachers in the profession: New teacher narratives”, Change: Transformations in Education, vol. 8, no. 1, pp. 1-16, 2005.
[44] R. Ewing and D. Smith, “Retaining quality beginning teachers in the profession”, English Teaching: Practice & Critique, vol. 2, no. 1, pp. 15-32, 2003.
[45] M. Huberman, “On teachers' careers: Once over lightly, with a broad brush”, International Journal of Educational Research, vol. 13, no. 4, pp. 347-362, 1989.
[46] House of Representatives Standing Committee on Education and Vocational Training, Top of the class: Report on the inquiry into teacher education. Canberra, ACT: Commonwealth of Australia, 2007.
[47] D. Bloomfield, “Emotions and getting by: A pre-service teacher navigating professional experience”, Asia-Pacific Journal of Teacher Education, vol. 38, no. 3, pp. 221-234, 2010.
[48] D. Rorrison, Jumping through spinning hoop: Stories of the middle school and secondary practicum. South Melbourne, VIC: Cengage Learning Australia, 2008.
[49] J. Abbott-Chapman, “Let's keep our beginning teachers!”, Principal Matters: the official journal of the Secondary Principals' Associations of Australia, pp. 2-4, Dec.- Feb. 2005.
[50] C. Rosas and M. West, “Pre-Service Teachers’ Perception and Beliefs of Readiness to Teach Mathematics”, Current Issues in Education, vol. 14, no. 1, pp. 1-23, 2011.
[51] L. Soccorsi, “Instilling a personal teaching philosophy in pre-service teachers: Vitally important but not always easy to achieve”, Journal of Student Engagement: Education Matters, vol. 3, no. 1, pp. 21-28, 2013.
[52] S. Billett, “Learning throughout working life: A relational interdependence between social and individual agency”, British Journal of Education Studies, vol. 55, no. 1, pp. 39–58, 2008.
[53] J. H. Peters “Are They Ready? Final Year Pre-service Teachers' Learning about Managing Student Behaviour”, Australian Journal of Teacher Education, vol. 37, no. 9, pp. 18-42, 2012.
[54] H. Huntly, “Teachers’ work: beginning teachers’ conceptions of competence”, Australian Educational Researcher, vol. 35, no. 1, pp. 125-145, 2008.
[55] S. L. Payne, K. L. M. Kleine, J. Purcell and G. R. Carter, “Evaluating Academic Challenge beyond the NSSE”, Innovative Higher Education, vol. 30, no. 2, pp. 129-146, 2005.
[56] K. Noble and R. Henderson, “The Promotion of “Character” and its Relationship to Retention in Higher Education”, Australian Journal of Teacher Education, vol. 36, no. 3, pp. 24-36, 2011.
[57] S. Richardson, Uniting Teachers and learners: Critical insights into the importance of staff-student interactions in Australian university education. Melbourne: ACER, 2011.
[58] K. Young and L. Sax, “Student–faculty interaction in research universities: differences by student gender, race, social class, and first-generation status”, Research in Higher Education, vol. 50, no. 5, pp. 437-459, 2009.
[59] V. Tinto, “Colleges as communities: Taking research on student persistence seriously”, The Review of Higher Education, vol. 21, no. 2, pp. 167–177, 1998.
[60] M. Meeuwisse, S. Severiens and M. Born, “Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups”, Research in Higher Education, vol. 51, no. 6, pp. 528-545, 2010.
[61] K. Robinson and L. Aronica, Creative Schools. Revolutionizing Education from the Ground Up. Australia: Allen Lane (Penguin Group), 2015.
[62] S. Kagan, “Teaching for character and community”, Educational Leadership, vol. 59, no. 2, pp. 50-55, 2001.
[63] T. Lovat and R. Toomey, Values education and quality teaching: The double helix effect. Sydney: David Barlow Publishing, 2007.
[64] P. J. Palmer, The courage to teach: Exploring the inner landscape of a teacher’s life, 10th Anniversary Ed. San Francisco: Jossey Bass, 2007.
[65] S. Donnison and D. Edwards, “Understanding the Link between Student Values and Transition”, The International Journal of Learning, vol. 17, no. 2, pp. 417-427, 2010.
[66] M. Prince, “Does active learning work? A review of research”, Journal of Engineering Education, vol. 93, no. 3, pp. 223-231, 2004.
[67] I. P. Ball and C. Perry, “Differences in student engagement: Investigating the role of dominant cognitive processes preferred by Engineering and Education students”, Education Research International, vol. 2011, pp. 1-8, 2011.
[68] ACER, “Beyond happiness: Managing engagement to enhance satisfaction and grades”, Research Briefing: Australasian Survey of Student Engagement, vol. 1, 1-8, 2008.
[69] C. J. Bonwell, Active learning: Creating Excitement in the classroom. Washington DC, USA: ERIC Clearing House on Higher Education, 1991.
[70] B. J. Millis, Active learning strategies in face to face courses, , 2012 (accessed 18 March 2016).
[71] J. M. Braxton, J. F. Milem, and A. S. Sullivan, “The influence of Active Learning on the college student departure process: toward a revision of Tinto’s theory”, The Journal of Higher Education, vol. 71, no. 5, pp. 569-590, 2000.
[72] C-M. Zhao and G. D. Kuh, “Adding value: learning communities and student engagement”, Research in Higher Education, vol. 45, no. 2, pp. 115-138, 2004.
[73] R. M. Carini, G. D. Kuh and S. P. Klein, “Student engagement and student learning: testing the linkages”, Research in Higher Education, vol. 47, no. 1, pp. 1-32, 2006.
[74] E. Pawson, M. Healey and M. Solem, “Reflecting on student engagement”, in Active Learning and Student Engagement: International Perspectives and Practices in Geography in Higher Education, M. Healy, E. Pawson and M. Solem, Eds. New York: Taylor and Francis, 2010, pp. 208-212.
[75] C. Furlong, “The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities”, European Journal of Teacher Education, vol. 36, no. 1, pp. 68–83, 2013.
[76] S. Rose, How Do Teacher Preparation Programs Promote Desired Dispositions in Candidates?, , Jan.-Mar. 2013 (accessed 1 April 2016).
[77] C. Marsh, Becoming a Teacher: Knowledge, Skills and Issues, 5th ed. French’s Forest, NSW: Pearson Education Australia, 2015.
[78] G. Rasch, Probabilistic models for some intelligence and attainment tests. Copenhagen, Chicago: Danmarks Pegagogiske Institut, University of Chicago Press, 1980.
[79] T. Stehlik, Finland – where ‘equality starts at the blackboard’, , May 2016 (accessed 11 May 2016).