How do Quality of Teaching, Assessment and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis with Non-Business School Courses using the U.K. National Student Survey

Sutherland, D.; Warwick, P.; Anderson, J.; Learmonth, M.

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.

Citation

Sutherland, D., Warwick, P., Anderson, J., & Learmonth, M. (2018). How do Quality of Teaching, Assessment and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis with Non-Business School Courses using the U.K. National Student Survey. Journal of Management Education, 42(5), 618-649. https://doi.org/10.1177/1052562918787849

• Journal Article Type: Article
• Acceptance Date: Jun 18, 2018
• Online Publication Date: Jul 16, 2018
• Publication Date: Oct 1, 2018
• Deposit Date: Jun 20, 2018
• Publicly Available Date: Jun 21, 2018
• Journal: Journal of Management Education
• Print ISSN: 1052-5629
• Electronic ISSN: 1552-6658
• Publisher: SAGE Publications
• Peer Reviewed: Peer Reviewed
• Volume: 42
• Issue: 5
• Pages: 618-649
• DOI: https://doi.org/10.1177/1052562918787849
• Public URL: https://durham-repository.worktribe.com/output/1328662