How Do Quality of Teaching, Assessment, and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis With Nonbusiness School Courses Using the U.K. National Student Survey. (October 2018)

• Record Type: Journal Article
• Authors: Sutherland, Dylan; Warwick, Philip; Anderson, John; Learmonth, Mark
• Is Part Of: Journal of management education. Volume 42:Number 5(2018:Oct.)
• Page Start: 618
• Page End: 649
• Publication Date: 2018-10
• Subjects: module evaluation -- MEQ -- student satisfaction -- TEF -- business school -- regression analysis; Management -- Study and teaching -- Periodicals; Executives -- Training of -- Periodicals; Organizational behavior -- Study and teaching -- Periodicals; 658
• DOI: 10.1177/1052562918787849
• Languages: English
• ISSNs: 1052-5629

Abstract

How does quality of teaching, assessment, and feedback influence satisfaction with overall course quality for students taking business school (BS) undergraduate courses in the United Kingdom? Are these teaching-related determinants of satisfaction in BS courses different to those in nonbusiness school (NBS) courses? These questions currently figure prominently in U.K. higher education owing to the introduction of a "Teaching Excellence Framework, " linking student fee increases to levels of reported student satisfaction. The elevation of student satisfaction as a determinant of higher education delivery raises important questions about the possible longer term consequences for teaching practices. To explore these, we test three sets of hypotheses relating to how teaching, assessment, and feedback quality affects satisfaction in the BS context, as well as comparative differences (i.e., BS vs. NBS students). We draw from over 1 million responses recorded in the U.K.'s National Student Survey. We find questions related to perceived teaching quality are important satisfaction drivers for BS students. In terms of differences with NBS students, we find intellectual stimulation appears of lesser importance to BS students, whereas fair assessments are of greater importance. BS students, we argue, exhibit a stronger orientation toward "instrumental" learning. We consider policy implications.