Student satisfaction and perceptions of quality: testing the linkages for PhD students

Cheng, M. and Taylor, J. and Williams, J. and Tong, K. (2016) Student satisfaction and perceptions of quality: testing the linkages for PhD students. Higher Education Research and Development, 35 (6). pp. 1153-1166. ISSN 07294360 (ISSN)

Full text not available from this repository.

Abstract

Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their 'cause and effect' relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students' expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience. © 2016 HERDSA

Item Type: Article
Uncontrolled Keywords: Expectations, PhD, postgraduate, quality, student satisfaction, value
Subjects: X200 Research and Study Skills in Education
X900 Others in Education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE) > Re-thinking Practitioner Education and Professional Practice
UoA Collections > UoA25: Education
Depositing User: Miss Jessica Baylis
Date Deposited: 15 Nov 2016 09:48
Last Modified: 12 Apr 2017 10:43
URI: http://www.open-access.bcu.ac.uk/id/eprint/499

Actions (login required)

View Item View Item

Research

In this section...