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

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    Authors
    Cheng, Ming
    Taylor, Hohn
    Williams, James
    Tong, Kang
    Issue Date
    2016-03-24
    
    Metadata
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    Abstract
    Student satisfaction and the quality of education are of compelling interest to students, academic staff, policymakers 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 pre-conceived beliefs regarding the value of a PhD education. Concern is raised that an over-emphasis 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.
    Publisher
    Taylor & Francis
    Journal
    Higher Education Research and Development
    URI
    http://hdl.handle.net/2436/609626
    DOI
    10.1080/07294360.2016.1160873
    Additional Links
    http://www.tandfonline.com/doi/full/10.1080/07294360.2016.1160873
    Type
    Journal article
    Language
    en
    ISSN
    0729-4360
    Sponsors
    Society for Research into Higher Education
    ae974a485f413a2113503eed53cd6c53
    10.1080/07294360.2016.1160873
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    Faculty of Education, Health and Wellbeing

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