Critical factors affecting students’ satisfaction with higher education in Sri Lanka
| Pages | 115-130 |
| Published date | 05 February 2018 |
| Date | 05 February 2018 |
| DOI | https://doi.org/10.1108/QAE-04-2017-0014 |
| Author | I.M.S. Weerasinghe,R.L.S. Fernando |
| Subject Matter | Education,Curriculum, instruction & assessment,Educational evaluation/assessment |
Critical factors affecting students’
satisfaction with higher education
in Sri Lanka
I.M.S. Weerasinghe
Faculty of Management Studies, Rajarata University of Sri Lanka,
Mihintale, Sri Lanka, and
R.L.S. Fernando
Faculty of Management Studies and Commerce,
University of Sri Jayewardenepura, Nugegoda, Sri Lanka
Abstract
Purpose –The purpose of this study is to explain critical factors affecting student satisfaction levels in
selectedstate universities in Sri Lanka.
Design/methodology/approach –The study has applied an quantitativesurvey design guided by six
hypotheses. A conceptualframework has been developed to address the research questionson the basis of a
literaturereview. The study is based on an undergraduate samplefrom four state universities, and it presents
resultsof factor analyticsand correlational and regression analyses.
Findings –Evidence to support construct validityand reliability of all survey-based scales measuring the
key variables has been found. The quality of the academic staff, university facilities, degree program,
administrativestaff, university location and university image havebeen correlated significantly with student
satisfaction levels measured at 0.45,0.47, 0.51, 0.31, 0.39 and 0.66, respectively. The statistically significant
predictors are: the qualityof university facilities, the qualityof the degree program and the university image,
with the image beingthe strongest predictor.
Practical implications –The study offersa conceptualframework to guide future research and validated
scales for measuring student satisfactionlevels in a national higher education system in a developing region
that is aspiring toward a knowledge-basedeconomy where tertiary education is free. Five recommendations
are providedfor policymakers.
Originality/value –Research shows high variabilities in the modelsused and the findings of studies on
factors affectingstudent satisfaction levels in universities. Thestudy is among the first large-scale studies of
student satisfactionlevels in the Sri Lankan state university system, where littledata exist on why students
are dissatisfiedand fail to complete their degrees.
Keywords Academic staff, Student satisfaction, Administrative staff, Degree programme,
University facilities, University image
Paper type Research paper
Introduction
At the end of three decades of terrorism-related instabilities, Sri Lanka is now rapidly moving
toward national development, which includes reconciliation, maintaining rule of law and
economic empowerment. Education is a chief way of achieving this target (University Grant
Commission, 2013). Leadership and contributions of universities that produce a knowledgeable
and skilled workforce lead to successful transition to a knowledge-based economy. According
to Sri Lankan policymakers and the public, universities are pivotal in guiding the country
toward a knowledge-based economic future (University Grant Commission, 2013).
Student
satisfaction
with HE
115
Received8 April 2017
Revised9 November 2017
15December 2017
Accepted18 December 2017
QualityAssurance in Education
Vol.26 No. 1, 2018
pp. 115-130
© Emerald Publishing Limited
0968-4883
DOI 10.1108/QAE-04-2017-0014
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0968-4883.htm
The Sri Lankan university system comprisesfour types of institutions: state universities,
controlled by University Grants Commission (UGC); higher education institutes, controlled
by the Ministry of Higher Education; private non-profit education institutes; and private
universities (National Education Commission of Sri Lanka, 2009). Among the four types,
higher education in Sri Lanka is dominated by state universities. Currently, there are 15
state universities in the country, and these contribute around 30,000 graduates annually
(University GrantCommission, 2013).
The universities offer diversified degree programs at both undergraduate and
postgraduate levels under five major disciplines: mathematics, science, management and
commerce, arts and technology (UniversityGrant Commission, 2013). According to the UGC
Students’Enrolment Report–2016, 155,550 students qualified for the university entrance in
2015. However, of them, only 29,055 registeredfor internal degree programs offered by state
universities. Statistical evidence suggests that there is fierce competition for university
entrance among studentsin Sri Lanka.
In non-compulsory higher education systems, students are considered the “primary
customers”of a university (Douglas et al.,2008). Hence, a critical need for universities to
compete is identifying factors that drive students’satisfaction levels with their learning
environments (Alvisand Raposo, 2006).
The student satisfaction level relies on educational experiences, services and facilities
students encounter during the learning process (Elliott and Shin, 2002;Weerasinghe and
Dedunu, 2017;Weerasingheand Fernando, 2017). The student satisfaction level is a function
of the relative level of experiences and perceived performance of educational services
provided by higher educationalinstitutions (Mukhtar et al.,2015).
Regional-level university students exhibit lower degrees of satisfaction than
metropolitan areas’university students. Wilkins and Balakrishnan (2013).Martirosyan
(2015) stated that students’satisfaction levels differ according to the type of university they
attend. Sapri et al. (2009) also stressed that different cultures and procedures also affect
attitude toward educationat universities.
This study, based on preliminary discussions with selected heads of departments at a
few Sri Lankan universities, found majority of students do not meet 80 per cent of
attendance requirement per a semester regularly, thus having an unimpressive attendance
record. Further, around 3 percent of students do not complete degree programs within four-
year periods, and some leave universitieswithout obtaining a degree.
Organized activism and protests in and around the universities show Sri Lankan
students’displeasure towards the state university system. This,in addition to all facts and
figures, delineates a problem with satisfaction levels among undergraduates at state
universities in Sri Lanka.
The purpose of this study is to identify critical factors affecting student satisfaction
levels in state universities in Sri Lanka. The study is based on four state universities that
have a similar periodof existence: Ruhuna, Wayamba, Rajarata and Sabaragamuwa.
Literature review
Student satisfaction level has become a major focus of researchers in the competitive
learning environmentowing to its strong impact on the success of educational institutesand
prospective student registration since the past few decades. Plentiful research available
provides different conceptualizations and arguments on what the student satisfaction level
is and how is it measured by universally accepted models. A review of the literature has
addressed the issueand developed a framework to explain the concept clearly.
QAE
26,1
116
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