نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه مدیریت، موسسه آموزش عالی آیندگان، تنکابن، ایران.

2 گروه ریاضی، موسسه آموزش عالی آیندگان، تنکابن، ایران.

چکیده

هدف: از دیدگاه دانش بازاریابی، جذب مشتریان وفادار کلید موفقیت بلندمدت در کسب‌و‌کار است. بر اساس دیدگاه سیستمی، می‌توان موسسات آموزش عالی غیرانتفاعی را نوعی سیستم‌های اقتصادی در‌نظر گرفت که در آن دانشجویان اصلی‌ترین مشتری این سیستم‌ها هستند. پژوهش حاضر به بررسی عوامل موثر بر رضایت و نارضایتی دانشجویان در رشته­ مدیریت در یک موسسه آموزش عالی آیندگان می‌پردازد.
روش‌شناسی پژوهش: در این مطالعه، داده‌های موردنیاز از طریق مصاحبه تلفنی با دانش‌آموختگان دو سال اخیر موسسه صورت گرفته است. پس از انجام مصاحبه‌ها، داده‌ها به‌صورت توصیفی تحلیل شده‌اند.
یافته‌ها: نتایج به‌دست‌ آمده از مصاحبه، نارضایتی چشم‌گیر در نحوه تدریس اساتید در بعد آموزش را نشان می­دهد. هم‌چنین در بعد مدیریتی، تعداد زیادی از دانشجویان از فقدان کلاس­های هوشمند، سالن غذاخوری نامناسب و عدم تعامل مدیر‌گروه با دانشجویان در فرآیند پایان­نامه اظهار نارضایتی کردند. در بعد اداری نیز، رفتار نامناسب و عدم مسئولیت‌پذیری کادر آموزش و اداری و مالی منجر به نارضایتی دانشجویان شده است.
اصالت/ارزش افزوده علمی: برخلاف قالب پژوهش‌های صورت‌گرفته در این زمینه که عموما به‌صورت کمی-استنباطی صورت می‌پذیرد، این پژوهش به‌صورت سرشماری و از طریق مصاحبه باز انجام شده است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying the factors affecting students' satisfaction and dissatisfaction with the university (case study: postgraduate management students of a higher education institute)

نویسندگان [English]

  • Parisa Moradipour 1
  • Seyed Ahmad Edalatpanah 2
  • Ali Sorourkhah 1

1 Department of Management, Ayandegan Institute of Higher Education, Tonekabon, Iran.

2 Department of Mathematics, Ayandag Institute of Higher Education, Tonkabon, Iran.

چکیده [English]

Purpose: From a marketing perspective, attracting and retaining customers is the key to long-term success in business. From a systemic perspective, higher education institutions can be considered as a type of economic system in which students are the primary customers of these systems. The present research examines the factors that affect the satisfaction and dissatisfaction of students in the management group at a higher education institution.
Methodology: This study collected data through telephone interviews with institution graduates over the past two years. After conducting the interviews, the data was analyzed descriptively.
Findings: The results obtained from the interviews indicate significant dissatisfaction with the professors' teaching methods. Additionally, in the managerial aspect, many students expressed dissatisfaction with the lack of smart classrooms, inadequate cafeteria facilities, and the lack of interaction between department heads and students in the thesis process. In the administrative aspect, inappropriate behavior and lack of responsibility among the educational and administrative staff have also led to student dissatisfaction.
Originality/Value: Unlike the format of research conducted in this area, which is generally quantitative and deductive, this research was conducted through a survey and interviews.

کلیدواژه‌ها [English]

  • Customer satisfaction
  • Customer dissatisfaction
  • Management department
  • Higher education institute
[1]     Imeni, M., & Sorourkhah, A. (2023). Procrustes’ bed metaphor; understanding the problem of creativity and innovation in the human resources of Iran’s state-owned enterprises. Innovation management and operational strategies, 4(3), 208–218. https://www.journal-imos.ir/article_162706_aaa061cc83396072454a3dda786071f7.pdf
[2]     Pratiwi, C. M., Purba, P. Y., & Tanadi, S. (2021). Price analysis, marketing communication, and brand on costumer loyalty. International journal of social science and business, 5(3), 297–302. https://ejournal.undiksha.ac.id/index.php/IJSSB/article/view/36708
[3]     Falkenreck, C., & Wagner, R. (2022). From managing customers to joint venturing with customers: co-creating service value in the digital age. Journal of business and industrial marketing, 37(3), 643–656. DOI:10.1108/JBIM-02-2020-0100
[4]     Qiao, Y., Yin, X., & Xing, G. (2022). Impact of perceived product value on customer-based brand equity: Marx’s theory – value-based perspective. Frontiers in psychology, 13, 931064. DOI:10.3389/fpsyg.2022.931064
[5]     Misra, S., Pedada, K., & Sinha, A. (2022). A theory of marketing’s contribution to customers’ perceived value. Journal of creating value, 8(2), 219–240. DOI:10.1177/23949643221118152
[6]     Ferrer-Estévez, M., & Chalmeta, R. (2023). Sustainable customer relationship management. Marketing intelligence and planning, 41(2), 244–262. DOI:10.1108/MIP-06-2022-0266
[7]     Seraji, H., Tavakkoli-Moghaddam, R., Asian, S., & Kaur, H. (2022). An integrative location-allocation model for humanitarian logistics with distributive injustice and dissatisfaction under uncertainty. Annals of operations research, 319(1), 211–257. DOI:10.1007/s10479-021-04003-5
[8]     Kordsofla, M. M., & Sorourkhah, A. (2023). Strategic adaptation in travel agencies: integrating MARA with SWOT for uncertainty navigation. Journal of operational and strategic analytics, 1(4), 173–189. DOI:10.56578/josa010403
[9]     Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher education, 85(5), 957–978. DOI:10.1007/s10734-022-00874-0
[10]    Abdullah, S. I. N. W., Arokiyasamy, K., Goh, S. L., Culas, A. J., & Manaf, N. M. A. (2022). University students’ satisfaction and future outlook towards forced remote learning during a global pandemic. Smart learning environments, 9(1), 1–21. DOI:10.1186/s40561-022-00197-8
[11]    Li, P., Edalatpanah, S. A., Sorourkhah, A., Yaman, S., & Kausar, N. (2023). An integrated fuzzy structured methodology for performance evaluation of high schools in a group decision-making problem. Systems, 11(3), 159. DOI:10.3390/systems11030159
[12]    Ewen, R. B., Smith, P. C., & Hulin, C. L. (1966). An empirical test of the herzberg two-factor theory. Journal of applied psychology, 50(6), 544–550. DOI:10.1037/h0024042
[13]    Butt, S., Mahmood, A., Saleem, S., Murtaza, S. A., Hassan, S., & Molnár, E. (2023). The contribution of learner characteristics and perceived learning to students’ satisfaction and academic performance during COVID-19. Sustainability (Switzerland), 15(2), 1348. DOI:10.3390/su15021348
[14]    Mohammed, L. A., Aljaberi, M. A., Amidi, A., Abdulsalam, R., Lin, C. Y., Hamat, R. A., & Abdallah, A. M. (2022). Exploring factors affecting graduate students’ satisfaction toward E-learning in the era of the COVID-19 crisis. European journal of investigation in health, psychology and education, 12(8), 1121–1142. DOI:10.3390/ejihpe12080079
[15]    Mustafa, S., Qiao, Y., Yan, X., Anwar, A., Hao, T., & Rana, S. (2022). Digital students’ satisfaction with and intention to use online teaching modes, role of big five personality traits. Frontiers in psychology, 13, 956281. DOI:10.3389/fpsyg.2022.956281
[16]    Nikou, S., & Maslov, I. (2023). Finnish university students’ satisfaction with e-learning outcomes during the COVID-19 pandemic. International journal of educational management, 37(1), 1–21. DOI:10.1108/IJEM-04-2022-0166
[17]    Bown, J. (2006). Locus of learning and affective strategy use: two factors affecting success in self-instructed language learning. Foreign language annals, 39(4), 640–659. DOI:10.1111/j.1944-9720.2006.tb02281.x
[18]    Chang, K. (2011). Factors affecting student satisfaction in different learning deliveries. Illinois State University.
[19]    Chiu, C. M., Sun, S. Y., Sun, P. C., & Ju, T. L. (2007). An empirical analysis of the antecedents of web-based learning continuance. Computers and education, 49(4), 1224–1245. DOI:10.1016/j.compedu.2006.01.010
[20]    Chen, N. S., Lin, K. M., & Kinshuk. (2008). Analysing users’ satisfaction with e-learning using a negative critical incidents approach. Innovations in education and teaching international, 45(2), 115–126. DOI:10.1080/14703290801950286
[21]    Shea, P. J., Pickett, A. M., & Pelz, W. E. (2003). A follow-up investigation of “teaching presence” in the suny learning network. Journal of asynchronous learning network, 7(2), 61–80. DOI:10.24059/olj.v7i2.1856
[22]    Bozkaya, M., & Erdem Aydin, I. (2007). The relationship between teacher immediacy behaviors and learners’ perceptions of social presence and satisfaction in open and distance education: the case of anadolu university open education faculty. The turkish online journal of educational technology, 6(4). https://files.eric.ed.gov/fulltext/ED499652.pdf
[23]    Swan, K. (2002). Building learning communities in online courses: the importance of interaction. Education, communication & information, 2(1), 23–49. DOI:10.1080/1463631022000005016
[24]    Aslam, H. D., Younis, A., Sheik, A. A., Maher, M. Z., & Abbasi, Z. A. (2012). Analyzing factors affecting students satisfaction regarding semester system in universities of Pakistan. Journal of american science, 8(10), 163–170.
[25]    Richardson, J. T. E., Long, G. L., & Woodley, A. (2003). Academic engagement and perceptions of quality in distance education. Open learning, 18(3), 223–244. DOI:10.1080/0268051032000131008
[26]    Bray, E., Aoki, K., & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International review of research in open and distance learning, 9(3), 1–24. DOI:10.19173/irrodl.v9i3.525
[27]    Rodriguez, M. C., Ooms, A., Montanez, M., & Yan, Y. L. (2005). Perceptions of online learning quality given comfort with technology, motivation to learn technology skills, satisfaction, and online learning experience. American educational research association, 1–20. https://files.eric.ed.gov/fulltext/ED491688.pdf
[28]    Finlay, W., Desmet, C., & Evans, L. (2004). Is it the technology or the teacher? A comparison of online and traditional english composition classes. Journal of educational computing research, 31(2), 163–180. DOI:10.2190/URJJ-HXHA-JA08-5LVL
[29]    Kuo, M. M. (2005). A comparison of traditional, videoconference-based, and web-based learning environments. Texas A&M University-Kingsville.
[30]    Coles, C. (2002). Variability of student ratings of accounting teaching: evidence from a Scottish business school. International journal of management education, 2(2), 30–40.
[31]    Price, I., Matzdorf, F., Smith, L., & Agahi, H. (2003). The impact of facilities on student choice of university. Facilities, 21(10), 212–222. DOI:10.1108/02632770310493580
[32]    Weerasinghe, I. M. S., & Fernando, R. L. (2017). Students’ satisfaction in higher education. American journal of educational research, 5(5), 533–539.
[33]    Asare-Nuamah, P. (2017). International students’ satisfaction: assessing the determinants of satisfaction. Higher education for the future, 4(1), 44–59. DOI:10.1177/2347631116681213