DETERMINANTS OF STUDENT SATISFACTION AND LOYALTY IN CHENGDU HIGHER EDUCATION
Keywords:
Teaching Quality, Academic Support, Image, Satisfaction, LoyaltyAbstract
This paper focuses to examine the determinants of satisfaction and loyalty of students in a higher education institution in Chengdu, Sichuan province, China. The conceptual framework proposes the causal relationship between seven variables; administration, facility, teaching quality, academic support, satisfaction, image, and loyalty. The researchers applied quantitative research method to collect samples through online and offline questionnaires, using 500 undergraduate students at Xihua University as the target population. Sampling techniques were judgmental sampling, stratified random sampling and convenience sampling. Statistical software was used to analyze the data in the approaches of Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM), including model fit, reliability, and validity. The results showed that administration, facility, teaching quality, academic support, and image had significant impact on satisfaction and loyalty. Image presented that strongest impact on satisfaction. In conclusion, seven hypotheses were finally proven to fulfil research objectives. Therefore, the findings recommended that the university should improve student satisfaction and loyalty by enhancing quality of administration, facility, teaching, academic support. Furthermore, universities should build positive brand image with effective communications to the existing and prospect students, and public.
References
Alhudaithy, A. I. (2014). The effect of the service quality provided by Saudi universities on students’ satisfaction: a marketing approach. Journal of Administrative and Economic Sciences, 7(2), 45-76.
Alves, H., & Raposo, M. (2007). Conceptual model of student satisfaction in higher education. Total Quality Management and Business Excellence, 18(5), 571-588.
Arpan, L. M., Raney, A. A., & Zivnuska, S. (2003). A cognitive approach to understanding university image. Corporate Communications: An International Journal, 8(2), 97-113.
Awang, Z. (2012). A Handbook on SEM Structural Equation Modelling: SEM Using AMOS Graphic (5th ed.). Universiti Teknologi Mara Kelantan.
Bechard, J. P., & Gregoire, D. (2005). Entrepreneurship education research revisited: the case of higher education. Academy of Management, Learning & Education, 4(1), 22-43.
Bentler, P. M. (1990). Comparative Fit Indexes in Structural Models. Psychological Bulletin, 107, 238-246. http://dx.doi.org/10.1037/0033-2909.107.2.238
Brown, R. M., & Mazzarol, T. W. (2009). The importance of institutional image to student satisfaction and loyalty within higher education. Higher Education, 57(1), 81-95.
Cassel, C., & Eklo, F. (2001). Modelling customer satisfaction and loyalty on aggregate levels – experience from the ECSI pilot study. Total Quality Management, 12(7/8), 307-301.
Chong, Y. S., & Ahmed, P. K. (2012). An empirical investigation of students’ motivational impact upon university service quality perception: a self- determination perspective. Quality in Higher Education, 18(1), 37-41.
Clemes, M. D., Cohen, D. A., & Wang, Y. (2013). Understanding Chinese university students’ experiences: an empirical analysis. Asia pacific. Journal of Marketing and Logistics, 25(3), 391-427.
Daniel, D., Liben, G., & Adugna, A. (2017). Assessment of students’ satisfaction: a case study of Dire Dawa University, Ethiopia. Journal of Education and Practice, 8(4),111-120.
Dado, J., Taborecka-Petrovicova, J., Cuzovic, S., & Rajic, T. (2012). An empirical examination of the relationships between service quality, Satisfaction and behavioral intentions in higher education setting. Serbian Journal of Management, 7(2), 203-218.
Didyasarin, H., Vongurai, R., & Inthawadee, S. (2017). The Factors Impact Attitude Toward Using and Customer Satisfaction with Elderly Health Care Mobile Application Services: A Case Study of People in Bangkok Metropolitan, Thailand. AU-GSB E-JOURNAL, 10(1), 167.
Elliott, K., & Shin, D. (2002). Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 97-109.
Fernandes, C., Ross, K., & Meraj, M. (2013). Understanding student satisfaction and loyalty in the UAEHE sector. International Journal of Educational Management, 27(6), 613-630.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
Gu, M.(2007).The basic trend and experience of the development of higher education in the world. Journal of Beijing Normal University, 1(5).
Gruber, T., Fuß, S., Voss, R., & Gläser-Zikuda, M. (2010).Examining student satisfaction with higher education services: Using a new measurement tool. International Journal of Public Sector Management, 23(2),105-123.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (Vol. 6). Pearson Prentice Hall.
Hanssen, T. E. S., & Solvoll, G. (2015). The importance of university facilities for student satisfaction at a Norwegian university. Facilities, 33(3/4),744-759.
Karna, S. & Julin, P., 2015. A framework for measuring student and staff satisfaction with university campus facilities. Quality Assurance in Education, 47-61.
Kieng, R., Phothikitti, K., Vongurai, R. (2021). Critical factors affecting student satisfaction and loyalty: An empirical study in Cambodia. The Journal of Asian Finance, Economics and Business, 8(7), 225 – 234.
Kunanusorn, A., & Puttawong, D. D. (2015). The mediating effect of satisfaction on student loyalty to higher education institution. European Scientific Journal, 1, 449-463.
Lewis, M. (2000). Where Children Learn: Facilities Conditions and Student Test Performance in Milwaukee Public Schools. Council of Educational Facility Planners International, Scottsdale.
Lovelock, C., & Wirtz, J. (2007). Services Marketing: People, Technology, Strategy. Prentice Hall.
Mallika Appuhamilage, K. S., & Torii, H. (2019). The impact of loyalty on the student satisfaction in higher education: A structural equation modeling analysis. Higher Education Evaluation and Development, 13(2), 82-96. https://doi.org/10.1108/HEED-01-2019-0003
Martirosyan, N. M., Saxon, D. P., & Wanjohi, R. (2014). Student Satisfaction and Academic Performance in Armenian Higher Education. American International Journal of Contemporary Research, 4(2), 1-5.
Marzo Navarro, M., Pedraja Iglesias, M., & Rivera Torres, P. (2005). A new management element for universities: satisfaction with the offered courses. International Journal of Educational Management, 19(6), 505-526.
Nadiri, H., Kandampully, J., & Hussain, K. (2009). Students’ perceptions of service quality in higher education. Total Quality Management, 20(5),523-535.
Pedroso, R., Zanetello, L., Guimaraes, L., Pettenon, M., Goncalves, V., Scherer, J., Kessler F., & Pechansky, F. (2016). Confirmatory factor analysis (CFA) of the crack use relapse scale (CURS). Archives of Clinical Psychiatry, 43(3), 37-40.
Sahney, S., Banwer, D. K., & Karunes, S. (2004). Conceptualizing total quality management in higher education. The TQM Magazine,16(2),145-149.
Serenko, A. (2011). Student satisfaction with Canadian music programmes: the application of the American customer satisfaction model in higher education. Assessment & Evaluation in Higher Education, 36(3),281-299.
Sharif, K., & Kassim, N. M. (2012). Non-academic service quality: comparative analysis of studentsand faculty as users. Journal of Marketing for Higher Education, 22(1), 35-54.
Sharma, G. P., Verma, R. C., & Pathare, P. (2005). Mathematical modeling of infrared radiation thin layer drying of onion slices. Journal of Food Engineering, 71(3), 282–286.
Sica, C., & Ghisi, M. (2007). The Italian versions of the Beck Anxiety Inventory and the Beck Depression Inventory-II: Psychometric properties and discriminant power. In M.A. Lange (Ed.), Leading - Edge Psychological Tests and Testing Research (pp. 27-50). Nova.
Soper, D. S. (2022). A-priori Sample Size Calculator for Structural Equation Models [Software]. www.danielsoper.com/statcalc/default.aspx
Subrahmanyam, M., Tang, D., & Wang, S. (2017). Credit Default Swaps, Exacting Creditors and Corporate Liquidity Management. Journal of Financial Economics, 124(2), https://doi.org/10.1016/j.jfineco.2017.02.001
Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: its problems and some prospects. Journal of Teacher Education, 61(5), 464-476.
Teeroovengadum, V., Nunkoo, R., Gronroos, C., Kamalanabhan, T. J., & Seebaluck, A. (2019). Higher education service quality, student satisfaction and loyalty: Validating the HESQUAL scale and testing an improved structural model. Quality Assurance in Education, 27(4),
-445. https://doi.org/10.1108/QAE-01-2019-0003
Weerasinghe, S., Lalitha, R., & Fernando, S. (2017). Students' Satisfaction in Higher Education Literature Review. American Journal of Educational Research, 5(5), 533-539. https://doi.org/10.12691/education-5-5-9
Wiers-Jensenn, J., Stensaker, B., & GrøGaard, J. B. (2002). Student satisfaction: towards an empirical deconstruction of the concept. Quality in Higher Education, 8(2), 183-195.
Wu, J. H., & Wang, Y. M. (2006). Measuring KMS success: A respecification of the DeLone and McLean’s model. Information and Management, 43(6), 728–739. https://doi.org/10.1016/j.im.2006.05.002
Yan, W., & Zuliang, L. (2011).The trend of the world's high-end development of higher education and my country's countermeasures. China Higher Education Research,1.
Yusoff, M., & McLeay, F., & Woodruffe-Burton, H. (2015). Dimensions driving business student satisfaction in higher education. Quality Assurance in Education, 23(1), 86 -104.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Suvarnabhumi Institute of Technology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารวิชาการ สถาบันเทคโนโลยีแห่งสุวรรณภูมิ
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับสถาบันเทคโนโลยีแห่งสุวรรณภูมิ และคณาจารย์ท่านอื่นๆในสถาบันฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
