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

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Student satisfaction and perceptions of quality: testing the linkages for PhD students. / Cheng, Ming; Taylor, John Robert; Williams, James et al.
In: Higher Education Research and Development, Vol. 35, No. 6, 2016, p. 1153-1166.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cheng, M, Taylor, JR, Williams, J & Tong, K 2016, 'Student satisfaction and perceptions of quality: testing the linkages for PhD students', Higher Education Research and Development, vol. 35, no. 6, pp. 1153-1166. https://doi.org/10.1080/07294360.2016.1160873

APA

Cheng, M., Taylor, J. R., Williams, J., & Tong, K. (2016). Student satisfaction and perceptions of quality: testing the linkages for PhD students. Higher Education Research and Development, 35(6), 1153-1166. https://doi.org/10.1080/07294360.2016.1160873

Vancouver

Cheng M, Taylor JR, Williams J, Tong K. Student satisfaction and perceptions of quality: testing the linkages for PhD students. Higher Education Research and Development. 2016;35(6):1153-1166. Epub 2016 Mar 24. doi: 10.1080/07294360.2016.1160873

Author

Cheng, Ming ; Taylor, John Robert ; Williams, James et al. / Student satisfaction and perceptions of quality : testing the linkages for PhD students. In: Higher Education Research and Development. 2016 ; Vol. 35, No. 6. pp. 1153-1166.

Bibtex

@article{23b6e9e1917e4a8d85ba66a038c02373,
title = "Student satisfaction and perceptions of quality: testing the linkages for PhD students",
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 {\textquoteleft}cause and effect{\textquoteright} 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{\textquoteright} 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.",
keywords = "Expectations, PhD, postgraduate, quality, student satisfaction, value",
author = "Ming Cheng and Taylor, {John Robert} and James Williams and Kang Tong",
year = "2016",
doi = "10.1080/07294360.2016.1160873",
language = "English",
volume = "35",
pages = "1153--1166",
journal = "Higher Education Research and Development",
issn = "0729-4360",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Student satisfaction and perceptions of quality

T2 - testing the linkages for PhD students

AU - Cheng, Ming

AU - Taylor, John Robert

AU - Williams, James

AU - Tong, Kang

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

KW - Expectations

KW - PhD

KW - postgraduate

KW - quality

KW - student satisfaction

KW - value

U2 - 10.1080/07294360.2016.1160873

DO - 10.1080/07294360.2016.1160873

M3 - Journal article

VL - 35

SP - 1153

EP - 1166

JO - Higher Education Research and Development

JF - Higher Education Research and Development

SN - 0729-4360

IS - 6

ER -