Student satisfaction with higher education during the 1970s-a decade of social change
著者
書誌事項
Student satisfaction with higher education during the 1970s-a decade of social change
(Mellen studies in education, v. 86)
E. Mellen Press, c2003
大学図書館所蔵 全3件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 148-156) and index
内容説明・目次
内容説明
This study investigates student satisfaction with postsecondary education in the 1970s by using a wide range of individual and organizational characteristics obtained from the National Longitudinal Study of the High School Class of 1972. The results favour a conceptualization of student satisfaction as a product of both collegiate institutional forces linked to wider social definitions of the outcomes of higher education, and organizational processes that enhance access to social and structural support of the student role. The former is inspired by institutionalist theory, the latter by organizational inequality perspectives. These two approaches are integrated into a model to examine student satisfaction along the social dimensions of race, class and gender. Student satisfaction is fundamental to a better understanding of educational process and quality as it relates to groups traditionally underrepresented in higher education. It may also be a critical mediating variable between students' entering characteristics (i.e. race, class and gender) and academic achievement and degree attainment.
Also, accountability pressures from state legislatures on postsecondary education have placed increasing importance on the enrollment, retention and satisfaction of minority students. Within this context, student ratings of their educational experience contribute to a better understanding and assessment of the outcomes of higher education. Finally, satisfaction is an important component of organizational analysis.
目次
- Higher education and student satisfaction
- previous research on student satisfaction - a review and critique
- analyzing student satisfaction in higher education - conceptual issues
- analyzing race, class and gender in education - conceptual issues
- a model of student satisfaction
- satisfaction with instruction and curriculum
- student satisfaction with work skill development and intellectual growth
- satisfaction with social life and cultural activities
- the dynamics of race, class and gender in student satisfaction
- summary and conclusions.
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