Institutional factors and the postgraduate student experience
| Date | 05 July 2013 |
| Pages | 311-322 |
| DOI | https://doi.org/10.1108/QAE-Nov-2011-0069 |
| Published date | 05 July 2013 |
| Author | Jonine Jancey,Sharyn Burns |
| Subject Matter | Education |
Institutional factors and the
postgraduate student experience
Jonine Jancey and Sharyn Burns
Western Australian Centre for Health Promotion Research, Curtin University,
Perth, Australia, and
School of Public Health, Curtin University, Perth, Australia
Abstract
Purpose – Few studies have evaluated the satisfaction of mature-aged postgraduate students. The
purpose of this paper is to determine postgraduate coursework students’ service expectations in regard
to academic course quality, university services and industry links.
Design/methodology/approach – A case study of 51 taught postgraduate students enrolled in the
School of Public Health nested postgraduate courses was conducted. Students completed an online
self-complete survey (response rate of 58 per cent). Descriptive statistics and univariate analysis
(chi-square) were used to explore associations between variables.
Findings – Postgraduate taught students come from a variety of career backgrounds. They place a
great deal of importance on their educational experience, especially in regard to academic factors:
reputable degree; skilled engaging teachers; access to online resources; ready contact with academics;
and supportive enrolment processes.
Practicalimplications – A greater awarenessof student expectationsequips universities to providea
more meaningful pedagogical experience and to better address the unique needs of postgraduate
students. This is likely to enhance lifelong learning and support retention and progression rates.
Originality/value – This research provides a case study of a specific group of postgraduate
students and helps understand some of the unique requirements of this postgraduate group, which is
largely older, female, domestic students.
Keywords Postgraduates,Mature students, Institutionalfactors, Service quality, Higher education,
Postgraduatestudents, Australia
Paper type Research paper
Introduction
The Australian university environment is very competitive (Bradmore and Smyrnios,
2009), and with the increasing demand and provision of fully online courses, this ha s
intensified. Student satisfaction plays a significant role in attracting new students and
retaining existing students. Universities in Australia promote positive graduate
satisfaction with data such as the Course Experience Questionnaire (Graduate Career s
Australia, 2011). Government funding models incorporate student retention as a key
performance indicator when allocating funds. Student attrition has significant
implications for providers of higher education, impacting on their reputation and
income, in addition to the personal impact and loss of opportunity for students,
financial repercussions, and loss of potential for the community and workforce
(Crosling et al., 2009). High-student satisfaction is likely to contribute to retention and
progression rates and will potentially benefit universities in terms of overall
performance and income, increase the employability of students and enhance the
reputation of the institution.
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0968-4883.htm
Institutional
factors
311
Received 29 November 2011
Revised 17 September 2012
11 February 2013
Accepted 2 April 2013
Quality Assurance in Education
Vol. 21 No. 3, 2013
pp. 311-322
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/QAE-Nov-2011-0069
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