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dc.contributor.authorCheng, Ming
dc.contributor.authorTaylor, Hohn
dc.contributor.authorWilliams, James
dc.contributor.authorTong, Kang
dc.date.accessioned2016-05-18T15:20:23Zen
dc.date.available2016-05-18T15:20:23Zen
dc.date.issued2016-03-24
dc.identifier.issn0729-4360
dc.identifier.doi10.1080/07294360.2016.1160873
dc.identifier.urihttp://hdl.handle.net/2436/609626
dc.description.abstractStudent 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.
dc.description.sponsorshipSociety for Research into Higher Education
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/07294360.2016.1160873
dc.subjectExpectations
dc.subjectPhD
dc.subjectpostgraduate
dc.subjectquality
dc.subjectstudent satisfaction
dc.subjectvalue
dc.titleStudent satisfaction and perceptions of quality: testing the linkages for PhD students
dc.typeJournal article
dc.identifier.journalHigher Education Research and Development
dc.source.volume35
dc.source.issue6
dc.source.beginpage1153
dc.source.endpage1166
refterms.dateFOA2017-09-23T00:00:00Z
html.description.abstractStudent 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.


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