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Is there a ‘magic link’ between research activity…and student satisfaction
Bell, A. R., & Brooks, C. (2019). Is There a ‘Magic Link’ Between Research Activity, Professional Teaching Qualifications and Student Satisfaction? Higher Education Policy, 32(2), 227–248. https://doi.org/10.1057/s41307-018-0081-0
Area of inquiry
Student satisfaction and its determinants
Systematic quantiative study of drivers of student satisfaction.
Quantiative analysis of NSS data - particularly quality satisfcation question. Combined with demographic data on teaching staff from another source. But the two data sets are organised differnetly. And also research data.
Weaknesses and limitations
Relationship to other research
Satisfaction and teaching qualifications
- Universities keen to maximise student satisfaction for various reasons
- somewhat limited research on student satisfaction in the UK - references given
- survey of students reveal 39% rating “formal training to teach” as key characteristic versus 17% research involvement - and other survey results
- growing requirements for tertiary teachers to have formal qualifications
- Layton and Brown (2011) argue that such moves are simplisitic and neoliberal
- Thornton (2014) sees formal teaching quals as key to enhancing the student experience
Satisfaction versus outcomes and impact on practice
- This paper finds no connection with student satisfaction
- Cites papers that explore impact on learner outcomes and teacher practice (Thornton, 2012; Trigwell, 2013; Parsons et al 2012; Gibbs and Coffery, 2004) which show
- academics benefit personally
- students have learning gains as a result of the resultant learning experience
- obtaining a formal qual may be example of self selecting, only those that are keen do it.
- Qualitiative research (smaller scale) examining the changes brought about by formal quals might be useful.