Factors that contribute to student attitudes of satisfaction with support services in the higher education sector: A case study at the University of New England

Abstract

The study focuses on identifying and investigating factors which influence student satisfaction with the non-academic, support services of a regional Australian university and suggests ways to improve the levels of student satisfaction. The relationship between students' satisfaction and their educational experience is of growing concern to providers of higher education. Researchers generally agree that multiple factors shape overall student satisfaction with their educational experience, including the perceived quality of the study environment, teaching staff and teaching methods, research capability and the level to which institutions engage with their learning communities. The way in which non-academic support services contribute to attitudes of satisfaction, however, is not well reported and this research aims to address this void. The conceptual framework for the study was drawn from Kano's (1984) Model of Customer Satisfaction and provides insights which encourage a student-centric approach to the delivery of support services. A survey tool, which required both qualitative and quantitative responses, was administered to currently enrolled undergraduate and postgraduate students of the University of New England. Three basic issues were explored. Broadly, these were service recognition, whether perception or 'lived experience' influences attitudes of satisfaction and what factors influence satisfaction with service delivery. Findings of the study indicate student attitudes of satisfaction are influenced by the total university experience and relevant support services contribute significantly to the determination of satisfaction. This outcome fits with the literature pertaining to consumer satisfaction and service quality, which indicates the overall service encounter is influential in developing an attitude of satisfaction. The findings led to recommendations for enhancing the student experience of service delivery in the final chapter. Also in this chapter, the value of the Kano theory as an analytical framework is assessed and suggestions for some possible areas for future research are offered.