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style="font-size:1.6rem;">Search results for: satisfaction in activities of student affairs</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9927</span> A Study of Student Affairs Services across Baghdad Universities: Exploring Best Practices and Impact on Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zivkovic">Jelena Zivkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidar%20Mohammed"> Haidar Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaf%20Saeed"> Elaf Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student affairs services play a critical role in contributing to the wholistic development and success of students as they progress through their academic careers. The study encompasses a multifaceted examination of student affairs service offerings amongst 10 private and 3 public Baghdad universities. Student affairs administrators (13) were surveyed along with over 300 students to determine university-sponsored services and student satisfaction and awareness. The student affairs service research findings varied significantly between private and public institutions and those that followed a national and international curriculum. Universities need to persist to adapt to changing demographics and technological advancements to enhance students' personal and academic successes, and student affairs services are key to preparing graduates to thrive in a diverse global world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20affairs" title="student affairs">student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad" title=" Baghdad"> Baghdad</a> </p> <a href="https://publications.waset.org/abstracts/171125/a-study-of-student-affairs-services-across-baghdad-universities-exploring-best-practices-and-impact-on-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9926</span> The Factor Affecting the Students’ Participation and Satisfaction in Activities of Student Affairs in Faculty of Management Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natthiya%20Nuchanang">Natthiya Nuchanang</a>, <a href="https://publications.waset.org/abstracts/search?q=Pannarunsri%20Inpayung"> Pannarunsri Inpayung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of participation in student affair activity, Faculty of Management Science of Suan Sunandha Rajabhat University, these objective were 1) to study of need and attention activity of SUT student 2) to study of participation and sufficient of student affair activity and advantage of student participation. The populations were 400 undergrad students year 1st-4th. The data were analyzed by descriptive statistics. The result found that; 1. The need of participate activity of students was medium level. Environment Conservation club and Badminton club were high level of experience for student. 2. The need and attention of activity were sufficient for student. Almost problems were not having enough time. 3. The advantages of activity were high level.4. The satisfaction of students for student affair unit was high level. Major problem that students do not attend, the tired from studying, Where the activity is not permitting, activities are not interesting and activity implementation overhead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20of%20management%20science" title="faculty of management science">faculty of management science</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20university" title=" Suan Sunandha Rajabhat university"> Suan Sunandha Rajabhat university</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction%20in%20activities%20of%20student%20affairs" title=" satisfaction in activities of student affairs"> satisfaction in activities of student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20participation" title=" students’ participation"> students’ participation</a> </p> <a href="https://publications.waset.org/abstracts/44803/the-factor-affecting-the-students-participation-and-satisfaction-in-activities-of-student-affairs-in-faculty-of-management-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9925</span> Overall Student Satisfaction at Tabor School of Education: An Examination of Key Factors Based on the AUSSE SEQ</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Ben">Francisco Ben</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracey%20Price"> Tracey Price</a>, <a href="https://publications.waset.org/abstracts/search?q=Chad%20Morrison"> Chad Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Warren"> Victoria Warren</a>, <a href="https://publications.waset.org/abstracts/search?q=Willy%20Gollan"> Willy Gollan</a>, <a href="https://publications.waset.org/abstracts/search?q=Robyn%20Dunbar"> Robyn Dunbar</a>, <a href="https://publications.waset.org/abstracts/search?q=Frank%20Davies"> Frank Davies</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Sorrell"> Mark Sorrell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses particularly on the educational aspects that contribute to the overall educational satisfaction rated by Tabor School of Education students who participated in the Australasian Survey of Student Engagement (AUSSE) conducted by the Australian Council for Educational Research (ACER) in 2010, 2012 and 2013. In all three years of participation, Tabor ranked first especially in the area of overall student satisfaction. By using a single level path analysis in relation to the AUSSE datasets collected using the Student Engagement Questionnaire (SEQ) for Tabor School of Education, seven aspects that contribute to overall student satisfaction have been identified. There appears to be a direct causal link between aspects of the Supportive Learning Environment, Work Integrated Learning, Career Readiness, Academic Challenge, and overall educational satisfaction levels. A further three aspects, being Student and Staff Interactions, Active Learning, and Enriching Educational Experiences, indirectly influence overall educational satisfaction levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attrition" title="attrition">attrition</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20experience" title=" educational experience"> educational experience</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/50848/overall-student-satisfaction-at-tabor-school-of-education-an-examination-of-key-factors-based-on-the-ausse-seq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9924</span> A Literature Review on Successful Implementation of Online Education in Higher Education Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desiree%20Wieser">Desiree Wieser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online education can be one way to differentiate for higher education institutions (HEI). Nevertheless, it is often not that clear how to successfully implement online education and what it actually means. Literature reveals that it is often linked to student success and satisfaction. However, while researchers succeeded in identifying the determinants impacting on student success and satisfaction, they often ignored expectations. In fact, learning success and satisfaction alone often fall short to explain if and why online education has been implemented successfully and why students perceive the study experience as positive or negative. The present study reveals that considering expectations can contribute to a better understanding of the overall study experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectations" title="expectations">expectations</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a> </p> <a href="https://publications.waset.org/abstracts/87251/a-literature-review-on-successful-implementation-of-online-education-in-higher-education-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87251.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9923</span> Increasing Student Engagement in Online Educational Leadership Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Deschaine">Mark Deschaine</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Whale"> David Whale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews non-traditional student engagement in online courses. The goals of the study are to enhance student focus, attention and interaction. Findings suggest that interactivity seemed to be a key in keeping students involved and achieving, with specific activities routinely favored by students. It is recommended that time spent engaging students is worthwhile and results in greater course satisfaction and academic effort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title="online learning">online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20achievement" title=" student achievement"> student achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/67208/increasing-student-engagement-in-online-educational-leadership-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67208.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9922</span> A Study of Student Satisfaction of the University TV Station</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prapoj%20Na%20Bangchang">Prapoj Na Bangchang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed to study the satisfaction of university students on the Suan Sunandha Rajabhat University television station. The sample were 250 undergraduate students from Year 1 to Year 4. The tool used to collect data was a questionnaire. Statistics used in data analysis were percentage, mean and standard deviation. The results showed that student satisfaction on the University's television station location received high score, followed by the number of devices, and the content presented received the lowest score. Most students want the content of the programs to be improved especially entertainment content, followed by sports content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title="student satisfaction">student satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20TV%20channel" title=" university TV channel"> university TV channel</a>, <a href="https://publications.waset.org/abstracts/search?q=media" title=" media"> media</a>, <a href="https://publications.waset.org/abstracts/search?q=broadcasting" title=" broadcasting"> broadcasting</a> </p> <a href="https://publications.waset.org/abstracts/14572/a-study-of-student-satisfaction-of-the-university-tv-station" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9921</span> The Impact of Artificial Intelligence on Student’s Behavior and Mind</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Makarios%20Mosaad%20Thabet%20Ibrahim">Makarios Mosaad Thabet Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the existing context paper targets to give the important position of ‘scholar voice’ and the track trainer inside the study room, which contributes to greater scholar-focused song training. The goal is to consciousness at the capabilities of the scholar voice via the tune spectrum, which has been born in the music school room, and the instructor’s methodologies and techniques used within the song classroom. The tune curriculum, the principles of pupil-centered song schooling, and the function of students and teachers as tune ambassadors have been taken into consideration the essential song parameters of scholar voice. The scholar- voice is a well worth-mentioning factor of a scholar-focused training, and all instructors have to take into account and sell its life in their lecture room. student affairs services play a critical function in contributing to the wholistic development and success of college students as they progress through their educational careers. The examine incorporates a multifaceted examination of student affairs carrier offerings among 10 personal and three public Baghdad universities. scholar affairs administrators (thirteen) have been surveyed together with over 300 students to determine university-subsidized services and pupil pride and attention. The pupil affairs service studies findings various drastically among non-public and public establishments and people that observed a country wide and international curriculum. Universities need to persist to conform to changing demographics and technological improvements to enhance students' private and academic successes, and pupil affairs services are key to preparing graduates to thrive in a diverse international world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20student-athletes" title="college student-athletes">college student-athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=self-concept" title=" self-concept"> self-concept</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20social%20media%20training" title=" use of social media training"> use of social media training</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20student%20affairs" title=" social networking student affairs"> social networking student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad%20student%27s%20voice" title=" Baghdad student's voice"> Baghdad student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/189421/the-impact-of-artificial-intelligence-on-students-behavior-and-mind" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189421.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">33</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9920</span> Online Teaching Methods and Student Satisfaction during a Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the outbreak of the global pandemic of COVID-19, online education characterizes today’s higher education. For some higher education institutions (HEIs), the shift from classroom education to online solutions was swift and smooth, and students are continuously asked about their experience regarding online education. Therefore, there is a growing emphasis on student satisfaction with online education, a field that had emerged previously, but has become the center of higher education and research interest today. The aim of the current paper is to give a brief overview of the tools used in the online education of marketing-related classes at the examined university and to investigate student satisfaction with the applied teaching methodologies with the tool of a questionnaire. Results show that students are most satisfied with their teachers’ competences and preparedness, while they are least satisfied with online class quality, where it seems that further steps are needed to be taken. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=netnography" title="netnography">netnography</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/132404/online-teaching-methods-and-student-satisfaction-during-a-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132404.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9919</span> The Effect of the Covid-19 Pandemic on Foreign Students Studying in Hungary – What Changed?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Satisfying foreign student needs has been in the center of research interest in the past several years. Higher education institutions have been exploring factors influencing foreign student satisfactionto stay competitive on the educational market. Even though foreign student satisfaction and loyalty are topics investigated deeply in the literature, the academic years of 2020 and 2021 have revealed challenges never experienced before. With the COVID-19 pandemic, new factors have emerged that might influence foreign student satisfaction and loyalty in higher education. The aim of the current research is to shed lights on what factors influence foreign student satisfaction and loyalty in the post-pandemic educational era and to reveal if the effects of factors influencing satisfaction and loyalty have changed compared to previous findings. Initial results show that students are less willing to participate in online surveys during and after the pandemic. The return rate of the survey instrument is below 5%. Results also reveal that there is a slight difference in what factors have significant effects on school-related and non-school-related satisfaction and overall loyalty, measured pre- and post-pandemic times. The results of the current study help us determine what factors higher education institutions need to consider when planning the future service affordances for their foreign students that might influence their satisfaction and loyalty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pandemic" title="pandemic">pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfacion" title=" satisfacion"> satisfacion</a>, <a href="https://publications.waset.org/abstracts/search?q=loyalty" title=" loyalty"> loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title=" service quality"> service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/143911/the-effect-of-the-covid-19-pandemic-on-foreign-students-studying-in-hungary-what-changed" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9918</span> Participation in Co-Curricular Activities of Undergraduate Nursing Students Attending the Leadership Promoting Program Based on Self-Directed Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Porntipa%20Taksin">Porntipa Taksin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jutamas%20Wongchan"> Jutamas Wongchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Amornrat%20Karamee"> Amornrat Karamee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The researchers’ experience of student affairs in 2011-2013, we found that few undergraduate nursing students become student association members who participated in co-curricular activities, they have limited skill of self-directed-learning and leadership. We developed “A Leadership Promoting Program” using Self-Directed Learning concept. The program included six activities: 1) Breaking the ice, Decoding time, Creative SMO, Know me-Understand you, Positive thinking, and Creative dialogue, which include four aspects of these activities: decision-making, implementation, benefits, and evaluation. The one-group, pretest-posttest quasi-experimental research was designed to examine the effects of the program on participation in co-curricular activities. Thirty five students participated in the program. All were members of the board of undergraduate nursing student association of Boromarajonani College of Nursing, Chonburi. All subjects completed the questionnaire about participation in the activities at beginning and at the end of the program. Data were analyzed using descriptive statistics and dependent t-test. The results showed that the posttest scores of all four aspects mean were significantly higher than the pretest scores (t=3.30, p<.01). Three aspects had high mean scores, Benefits (Mean = 3.24, S.D. = 0.83), Decision-making (Mean = 3.21, S.D. = 0.59), and Implementation (Mean=3.06, S.D.=0.52). However, scores on evaluation falls in moderate scale (Mean = 2.68, S.D. = 1.13). Therefore, the Leadership Promoting Program based on Self-Directed Learning Approach could be a method to improve students’ participation in co-curricular activities and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20co-curricular%20activities" title="participation in co-curricular activities">participation in co-curricular activities</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20promoting%20program" title=" leadership promoting program"> leadership promoting program</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/49582/participation-in-co-curricular-activities-of-undergraduate-nursing-students-attending-the-leadership-promoting-program-based-on-self-directed-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49582.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9917</span> Investigating Factors Influencing Online Formal and Informal Learning Satisfaction of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lei%20Zhang">Lei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Ji"> Li Ji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formal learning and informal learning represent two distinct learning styles: one is systematic and organized, another is causal and unstructured. Although there are many factors influencing online learning satisfaction, including self-regulation, self-efficacy, and interaction, factors influencing online formal learning and informal learning satisfaction may differ from each other. This paper investigated and compared influential factors of online formal and informal learning. Two questionnaires were created based on previous studies to explore factors influencing online formal learning and online informal learning satisfaction, respectively. A sample of 105 college students from different departments in a university located in the eastern part of China was selected to participate in this study. They all had an online learning experience and agreed to fill out questionnaires. Correlation analysis, variance analysis, and regression analysis were employed in this study. In addition, five participants were chosen for interviews. The study found that student-content, interaction, self-regulation, and self-efficacy related positively to both online formal learning and informal learning satisfaction. In addition, compared to online formal learning, student-content interaction in informal learning was the most influential factor for online learning satisfaction, perhaps that online informal learning was more goal-oriented and learners paid attention to the quality of content. In addition, results also revealed that interactions among students or teachers had little impact on online informal learning satisfaction. This study compared influential factors in online formal and informal learning satisfaction helped to add discussions to online learning satisfaction and contributed to further practices of online learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20satisfaction" title="learning satisfaction">learning satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20learning" title=" formal learning"> formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/119904/investigating-factors-influencing-online-formal-and-informal-learning-satisfaction-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9916</span> A Developmental Study of the Flipped Classroom Approach on Students’ Learning in English Language Modules in British University in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20T.%20Zaki">A. T. Zaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The flipped classroom approach as a mode of blended learning was formally introduced to students of the English language modules at the British University in Egypt (BUE) at the start of the academic year 2015/2016. This paper aims to study the impact of the flipped classroom approach after three semesters of implementation. It will restrict itself to the examination of students’ achievement rates, student satisfaction, and how different student cohorts have benefited differently from the flipped practice. The paper concludes with recommendations of how the experience can be further developed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=achievement%20rates" title="achievement rates">achievement rates</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20experience" title=" developmental experience"> developmental experience</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20cohorts" title=" student cohorts"> student cohorts</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/67181/a-developmental-study-of-the-flipped-classroom-approach-on-students-learning-in-english-language-modules-in-british-university-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9915</span> Research on the Online Learning Activities Design and Students’ Experience Based on APT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanli">Wang Yanli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Yun"> Cheng Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Jiarui"> Yang Jiarui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive inﬂuence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APT%20model" title="APT model">APT model</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20activities" title=" online learning activities"> online learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a> </p> <a href="https://publications.waset.org/abstracts/130109/research-on-the-online-learning-activities-design-and-students-experience-based-on-apt-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9914</span> Customers’ Satisfaction of ASEAN Camp: A Camp to Provide Training and Knowledge to Faculty and Staff Members</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee">Kevin Wongleedee</a>, <a href="https://publications.waset.org/abstracts/search?q=Atcharapun%20Daiporn"> Atcharapun Daiporn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper was aimed to examine the level of satisfaction of the faculty and staff members who participated in the ASEAN camp. The population of this study included all the faculty and staff members who participated in the activities of the ASEAN camp during January 2014. Based on 106 faculty and staff members who answered the questionnaire, the data were complied by using SPSS. Mean and standard deviation were utilized in analyzing the data. The findings revealed that the average mean of satisfaction was 4.16, and standard deviation was 0.6634. Moreover, the mean average can be used to rank the level of satisfaction from each of the following factors: useful knowledge, technique of explaining knowledge, understanding materials, appropriateness of knowledge, document available, time of activities, service from staff, and public relation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20camp" title="ASEAN camp">ASEAN camp</a>, <a href="https://publications.waset.org/abstracts/search?q=customer" title=" customer"> customer</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20and%20staff%20members" title=" faculty and staff members"> faculty and staff members</a> </p> <a href="https://publications.waset.org/abstracts/11977/customers-satisfaction-of-asean-camp-a-camp-to-provide-training-and-knowledge-to-faculty-and-staff-members" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11977.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9913</span> Studying the Impact of Architectural Styles on Student Satisfaction in University of Energy and Natural Resources, Sunyani</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frimpong%20Gyamfi%20Marious">Frimpong Gyamfi Marious</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the University of Energy and Natural Resources (UENR) in Sunyani, Ghana, this study investigates the connection between architectural styles and student satisfaction. The study investigates how various architectural components, such as building layout, lighting, ventilation, and aesthetics, affect students' comfort, educational experience, and general contentment with campus amenities. Data was gathered using a mixed-methods approach that included physical inspections of school facilities, in-depth interviews with students, working and none working staff. According to the results, modern designs that incorporate flexible learning areas, sufficient natural lighting, and appropriate ventilation greatly raise student satisfaction. Nonetheless, it was discovered that certain traditional architectural features included in campus structures enhanced students' feelings of cultural kinship. The study also identifies key architectural challenges affecting student comfort, including inadequate thermal control and limited social interaction spaces. Based on these findings, the research proposes design recommendations for future campus development that balance modern functionality with cultural sensitivity. This study contributes to the growing body of knowledge on educational architecture and provides practical insights for improving campus design to enhance student experience in tropical climates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20styles" title=" architectural styles"> architectural styles</a>, <a href="https://publications.waset.org/abstracts/search?q=impact%20of%20architectural%20styles" title=" impact of architectural styles"> impact of architectural styles</a>, <a href="https://publications.waset.org/abstracts/search?q=impacts%20of%20architectural%20styles%20on%20students%20satisfaction" title=" impacts of architectural styles on students satisfaction"> impacts of architectural styles on students satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/194537/studying-the-impact-of-architectural-styles-on-student-satisfaction-in-university-of-energy-and-natural-resources-sunyani" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194537.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">7</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9912</span> The Student's Satisfaction toward Web Based Instruction on Puppet Show</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piyanut%20Suchit">Piyanut Suchit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study was to investigate students’ satisfaction learning with the web based instruction on the puppet show. The population of this study includes 53 students in the Program of Library and Information Sciences who registered in the subject of Puppet for Assisting Learning Development in semester 2/2011, Suansunandha Rajabhat University, Bangkok, Thailand. The research instruments consist of web based instruction on the puppet show, and questionnaires for students’ satisfaction. The research statistics includes arithmetic mean, and standard deviation. The results revealed that the students reported very high satisfaction with mean = 4.63, SD = 0.52, on the web based instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=puppet%20show" title="puppet show">puppet show</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20based%20instruction" title=" web based instruction"> web based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=Suansunandha%20Rajabhat%20University" title=" Suansunandha Rajabhat University"> Suansunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/12244/the-students-satisfaction-toward-web-based-instruction-on-puppet-show" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12244.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">387</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9911</span> The Level of Satisfaction of the Training Program from the ASEAN Camp II: A Camp to Prepare Human Resources for AEC 2015</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanakom%20Potjanapitak">Tanakom Potjanapitak</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Wongleedee"> Kevin Wongleedee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research study was to study the level of satisfaction of the faculty members who participated in the ASEAN camp which aimed to prepare them for the readiness of AEC 2015. The population of this study included all the faculty members who participated in the activities of the ASEAN camp during April, 2014. Based on the survey of 120 faculty members who answered the questionnaire, the data was complied by using SPSS. Mean and standard deviation were utilized in analyzing the data. The findings revealed that the average mean of satisfaction was 4.41, and standard deviation was 0.7188. Moreover, the average mean can be used to rank the level of satisfaction from each of the following factors: helpful knowledge, understandable knowledge, proper materials, suitable knowledge, schedule of activities, staff, and advertising. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20camp" title="ASEAN camp">ASEAN camp</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resources" title=" human resources"> human resources</a> </p> <a href="https://publications.waset.org/abstracts/14598/the-level-of-satisfaction-of-the-training-program-from-the-asean-camp-ii-a-camp-to-prepare-human-resources-for-aec-2015" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14598.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">428</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9910</span> Exploring the Relationships between Experiential Marketing, Customer Satisfaction and Customer Loyalty: An Empirical Examination in Konya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Resul%20%C3%96zt%C3%BCrk">Resul Öztürk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Experiential marketing is one of the marketing approaches that offers an exceptional framework to integrate elements of experience and entertainment in a product or service. Experiential marketing is defined as a memorable experience that goes deeply into the customer’s mind. Besides that, customer satisfaction is defined as an emotional response to the experiences provided by and associated with particular products or services purchased. Thus, experiential marketing activities can affect the level of customer satisfaction and loyalty. In this context, the research aims to explore the relationship among experiential marketing, customer satisfaction and customer loyalty among the cosmetic products customers in Konya. The partial least squares (PLS) method is used to analyse the survey data. The present study’s findings revealed have that experiential marketing has been a significant predictor of customer satisfaction and customer loyalty, and also experiential marketing has a significantly positive effect on customer satisfaction and customer loyalty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20marketing" title="experiential marketing">experiential marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20satisfaction" title=" customer satisfaction"> customer satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20loyalty" title=" customer loyalty"> customer loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a> </p> <a href="https://publications.waset.org/abstracts/29338/exploring-the-relationships-between-experiential-marketing-customer-satisfaction-and-customer-loyalty-an-empirical-examination-in-konya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29338.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9909</span> Transformational Leadership and Its Effect on Teacher Job Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shujie%20Liu">Shujie Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the relationship between teachers’ perceived transformational leadership behaviors and their job satisfaction in China after controlling for teacher self-efficacy. Hierarchical regression analysis (HRA) technique was employed to examine factors’ contributions to teacher job satisfaction with a sample of Chinese high school teachers. The finding of this study provided evidence that teachers’ perceived transformational leadership behaviors accounted for a large percentage (44.9%) of the variance in Chinese teachers’ job satisfaction. Uniquely, school principals’ sense of power was a negative significant predictor of teacher job satisfaction, meaning that the more teachers perceived their principals’ sense of power, the lower of their job satisfaction. Furthermore, this study provided evidence that teacher self-efficacy significantly contributes to teacher job satisfaction. Specifically, teachers’ self-efficacy on student engagement was found to be a significant predictor of teacher job satisfaction. The conclusions were discussed in terms of Chinese cultures. The authors pointed out that how to make teachers involved in school policy making is a challenge for China and that more shared leadership is needed in Chinese schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20teachers" title="Chinese teachers">Chinese teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20job%20satisfaction" title=" teacher job satisfaction"> teacher job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/75371/transformational-leadership-and-its-effect-on-teacher-job-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9908</span> An Empirical Analysis of HRM in Different Pharmaceutical Departments of Different Pharmaceutical Industries in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faisal%20Ali">Faisal Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Mansoor%20Shuakat"> Mansoor Shuakat</a>, <a href="https://publications.waset.org/abstracts/search?q=Cui%20Lirong"> Cui Lirong</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabia%20Riasat"> Rabia Riasat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> HR is a department that enhances the power of employee performance in regard with their services, and to make the organization strategic objectives. The main concern of HR department is to organize people, focus on policies and their system. The empirical study shows the relationship between HRM (Human Resource Management practices) and their Job Satisfaction. The Hypothesis is testing on a sample of overall 320 employees of 5 different Pharmaceutical departments of different organizations in Pakistan. The important thing as Relationship of Job satisfaction with HR Practices, Impact on Job Satisfaction with HR Practices, Participation of Staff of Different Departments, HR Practices effects the Job satisfaction, Recruitment or Hiring and Selection effects the Job satisfaction, Training and Development, Performance and Appraisals, Compensation affects the Job satisfaction , and Industrial Relationships affects the Job satisfaction. After finishing all data analysis, the conclusion is that lots of Job related activities raise the confidence of Job satisfaction of employees with their salary and other benefits. Implications of HR practices discussed, Limitations, and future research study also offered write the main conclusion for your paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HRM" title="HRM">HRM</a>, <a href="https://publications.waset.org/abstracts/search?q=HR%20practices" title=" HR practices"> HR practices</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=TQM" title=" TQM "> TQM </a> </p> <a href="https://publications.waset.org/abstracts/30191/an-empirical-analysis-of-hrm-in-different-pharmaceutical-departments-of-different-pharmaceutical-industries-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">368</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9907</span> Evaluation of Student Satisfaction Level Towards Anadolu University E-Services through E-Government Model and Importance Performance Analysis Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emrah%20Ayhan">Emrah Ayhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Puspa%20Saananta%20Irfani"> Puspa Saananta Irfani</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%96mer%20Do%C4%9Fukan%20%C5%9Eahin"> Ömer Doğukan Şahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public services, which are important for the order and continuity of social life, have begun to transform into electronic services (E-service) with the development of information and communication technologies in recent years. In particular, as a result of the widespread use of the internet and the increase in citizen demands, it has become necessary to provide public services electronically. In addition to facilitating traditional public services, new types of e-services strengthen the interaction, cooperation, accessibility, transparency, citizen participation (e-governance) and accountability between citizens and the state. In this context, the factors in the literature that are considered to influence the citizens’ satisfaction towards e-services will be examined through the example of student satisfaction with the e-services (Anasis, Mergen, E-mail, library, cafeteria and other transactions) offered by Anadolu University (Eskişehir, Türkiye) through university website and mobile application. The data for the analysis will be obtained from the survey research that will be used to measure user satisfaction with university e-services of 1,000 students studying at 9 different faculties and graduate schools of Anadolu University. These data will be analyzed with a unique methodology that uses the E-GovQual model and Importance Performance Analysis (IPA) methods together. The e-GovQual model serves as a framework for evaluating the quality of e-services, allowing a detailed understanding of students' perceptions. On the other hand, the IPA method will be used to determine the performance level of Anadolu University in the provision of e-services and to understand the areas that require improvement and student expectations. Strategic goals and suggestions will be made to decision-makers, students, and researchers in line with the findings obtained in the research. Thus, it is planned to contribute to e-governance and user satisfaction in educational institutions and to reveal practical implications for optimizing online platforms to better serve student needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-service" title="e-service">e-service</a>, <a href="https://publications.waset.org/abstracts/search?q=Anadolu%20university" title=" Anadolu university"> Anadolu university</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=e-governance" title=" e-governance"> e-governance</a>, <a href="https://publications.waset.org/abstracts/search?q=e-govqual" title=" e-govqual"> e-govqual</a>, <a href="https://publications.waset.org/abstracts/search?q=importance%20performance%20analysis" title=" importance performance analysis"> importance performance analysis</a> </p> <a href="https://publications.waset.org/abstracts/183652/evaluation-of-student-satisfaction-level-towards-anadolu-university-e-services-through-e-government-model-and-importance-performance-analysis-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183652.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9906</span> Investigation into Shopping Tourist Satisfaction: An Application of Shopping Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miju%20Choi">Miju Choi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Shopping tourism is an emerging concept in tourism research, thus contradicting the notion that shopping is not a novel idea. Tourists have long been performing shopping activities, such as purchasing authentic handicrafts and souvenirs, to benefit from a pleasant tourism experience. Some scholars regarded shopping as one of the oldest tourist activities and stressed that a trip is incomplete without shopping. Others then asserted that shopping is inseparable from other activities in tourist destinations and may in fact be considered a main purpose for travel. In other words, shopping is regarded as an incidental tourist activity, thereby indicating its potential as a primary travel motivation. The current study investigates the personal values of shopping tourists and their satisfaction levels. Via convenience sampling, 230 samples were collected. The software packages SPSS Statistics 20.0 and AMOS 20.0 were used for statistical analysis. Findings showed that both hedonic and utilitarian values positively influence tourist satisfaction and positive word of mouth. Therefore, this research deepens understanding regarding tourist behavior in the context of shopping tourism research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=shopping%20tourism" title="shopping tourism">shopping tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20value" title=" hedonic value"> hedonic value</a>, <a href="https://publications.waset.org/abstracts/search?q=utilitarian%20value" title=" utilitarian value"> utilitarian value</a>, <a href="https://publications.waset.org/abstracts/search?q=tourist%20satisfaction" title=" tourist satisfaction"> tourist satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/62326/investigation-into-shopping-tourist-satisfaction-an-application-of-shopping-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9905</span> Academic, Socio-Cultural and Psychological Satisfaction of International Higher Degree Research Students (IRHD) in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Baohua%20Yu">Baohua Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In line with wider tends in the expansion of international student mobility, the number of international higher degree research students has grown at a significant rate in recent years. In particular, Australia has become a hub for attracting international higher degree research students from around the world. However, research has identified that international higher degree research students often encounter a wide range of academic and socio-cultural challenges in adapting to their new environment. Moreover, this can have a significant bearing on their levels of satisfaction with their studies. This paper outlines the findings of a mixed method study exploring the experiences and perceptions of international higher degree research students in Australia. Findings revealed that IRHD students’ overall and academic satisfaction in Australia were highly related to each other, and they were strongly influenced by their learning and research, moderately influenced by co-national support and intercultural contact ability. Socio-cultural satisfaction seemed to belong to a different domain from academic satisfaction because it was explained by a different set of variables such as living and adaptation and intercultural contact ability. In addition, the most important issues in terms of satisfaction were not directly related to academic studies. Instead, factors such as integration into the community, interacting with other students, relationships with supervisors, and the provision of adequate desk space were often given the greatest weight. Implications for how university policy can better support international doctoral students are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20higher%20degree%20research%20students" title="international higher degree research students">international higher degree research students</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20adaptation" title=" academic adaptation"> academic adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20adaptation" title=" socio-cultural adaptation"> socio-cultural adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/44002/academic-socio-cultural-and-psychological-satisfaction-of-international-higher-degree-research-students-irhd-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9904</span> Influence Activities in Destination, Destination Marketing, and Loyalty through Environmental Preservation toward Satisfaction at the Tourist Destinations in East Java, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christina%20Esti%20Susanti">Christina Esti Susanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine the effect Activities in marketing, Destination Marketing, and Environmental preservation loyalty through satisfaction at tourist destination in East Java, Indonesia. In this study population used is Surabaya citizens who had visited tourist destination in East Java, Indonesia. Characteristics of a sample of respondents in this study are: a minimum age of 17 years, and ever came in tourist destination in East Java, Indonesia with each destination more than 1 visits. Total sample 316 respondents. Data analysis tools which is used in this study is a structural equation modeling. Based on the analysis, the results of this study can be concluded that the hypothesis 1, 2, 5, and 6 are proposed in this study was rejected because not significant. The hypotheses are: (1) Activities in destination have influence which is positive effect on satisfaction in the tourist destination in East Java, Indonesia, (2) Destination marketing have influence which is positive effect on satisfaction in the tourist destination in East Java, Indonesia, (3) Activities in destination have influence which is positive effect towards loyalty through satisfaction in a tourist destination in East Java, Indonesia. (4) Destination marketing have influence which is positive effect on loyalty through satisfaction in a tourist destination in East Java, Indonesia. While the hypothesis 3, 4, and 7, is received. The hypotheses are: (1) Environmental preservation have influence which is positive effect and significant on satisfaction in the tourist destination in East Java, Indonesia. (2) Satisfaction have influence which is positive effect and significant on loyalty to the tourist destination in East Java, Indonesia. (3) Environmental preservation have influence which is positive effect and significant on loyalty through satisfaction in a tourist destination in East Java, Indonesia. Practical advice submitted to the management of tourist destinations, especially in the 10 areas where research was conducted for more attention to the condition of the physical environment to be around tourist spots / attractions, namely: the condition of roads, water supply conditions, the condition of drainage / sanitation, and the condition waste more seriously. Based on the proposal, the manager of a tourist destination seems to be working closely with the local municipal sanitation departments, local water companies local city and town local public works departments to jointly manage a tourist destination considering regional tourism is one of the region's assets and become one sources of local revenue (PAD) is vital. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activities%20in%20marketing" title="activities in marketing">activities in marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=destination%20amarketing" title=" destination amarketing"> destination amarketing</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20preservation" title=" environmental preservation"> environmental preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=loyalty" title=" loyalty"> loyalty</a> </p> <a href="https://publications.waset.org/abstracts/52407/influence-activities-in-destination-destination-marketing-and-loyalty-through-environmental-preservation-toward-satisfaction-at-the-tourist-destinations-in-east-java-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52407.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">553</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9903</span> Cluster Analysis of Students’ Learning Satisfaction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Purevdolgor%20Luvsantseren">Purevdolgor Luvsantseren</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajnai%20Luvsan-Ish"> Ajnai Luvsan-Ish</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyuntsetseg%20Sandag"> Oyuntsetseg Sandag</a>, <a href="https://publications.waset.org/abstracts/search?q=Javzmaa%20Tsend"> Javzmaa Tsend</a>, <a href="https://publications.waset.org/abstracts/search?q=Akhit%20Tileubai"> Akhit Tileubai</a>, <a href="https://publications.waset.org/abstracts/search?q=Baasandorj%20Chilhaasuren"> Baasandorj Chilhaasuren</a>, <a href="https://publications.waset.org/abstracts/search?q=Jargalbat%20Puntsagdash"> Jargalbat Puntsagdash</a>, <a href="https://publications.waset.org/abstracts/search?q=Galbadrakh%20Chuluunbaatar"> Galbadrakh Chuluunbaatar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the indicators of the quality of university services is student satisfaction. Aim: We aimed to study the level of satisfaction of students in the first year of premedical courses in the course of Medical Physics using the cluster method. Materials and Methods: In the framework of this goal, a questionnaire was collected from a total of 324 students who studied the medical physics course of the 1st course of the premedical course at the Mongolian National University of Medical Sciences. When determining the level of satisfaction, the answers were obtained on five levels of satisfaction: "excellent", "good", "medium", "bad" and "very bad". A total of 39 questionnaires were collected from students: 8 for course evaluation, 19 for teacher evaluation, and 12 for student evaluation. From the research, a database with 39 fields and 324 records was created. Results: In this database, cluster analysis was performed in MATLAB and R programs using the k-means method of data mining. Calculated the Hopkins statistic in the created database, the values are 0.88, 0.87, and 0.97. This shows that cluster analysis methods can be used. The course evaluation sub-fund is divided into three clusters. Among them, cluster I has 150 objects with a "good" rating of 46.2%, cluster II has 119 objects with a "medium" rating of 36.7%, and Cluster III has 54 objects with a "good" rating of 16.6%. The teacher evaluation sub-base into three clusters, there are 179 objects with a "good" rating of 55.2% in cluster II, 108 objects with an "average" rating of 33.3% in cluster III, and 36 objects with an "excellent" rating in cluster I of 11.1%. The sub-base of student evaluations is divided into two clusters: cluster II has 215 objects with an "excellent" rating of 66.3%, and cluster I has 108 objects with an "excellent" rating of 33.3%. Evaluating the resulting clusters with the Silhouette coefficient, 0.32 for the course evaluation cluster, 0.31 for the teacher evaluation cluster, and 0.30 for student evaluation show statistical significance. Conclusion: Finally, to conclude, cluster analysis in the model of the medical physics lesson “good” - 46.2%, “middle” - 36.7%, “bad” - 16.6%; 55.2% - “good”, 33.3% - “middle”, 11.1% - “bad” in the teacher evaluation model; 66.3% - “good” and 33.3% of “bad” in the student evaluation model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=questionnaire" title="questionnaire">questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=k-means%20method" title=" k-means method"> k-means method</a>, <a href="https://publications.waset.org/abstracts/search?q=silhouette%20coefficient" title=" silhouette coefficient"> silhouette coefficient</a> </p> <a href="https://publications.waset.org/abstracts/185266/cluster-analysis-of-students-learning-satisfaction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9902</span> Integrating Student Engagement Activities into the Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingjin%20Cui">Yingjin Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Xue%20Bai"> Xue Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Serena%20Reese"> Serena Reese</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student engagement and student interest during class instruction are important conditions for active learning. Engagement, which has an important relationship with learning motivation, influences students' levels of persistence in overcoming challenges. Lack of student engagement and absence from face-to-face lectures and tutorials, in turn, can lead to poor academic performance. However, keeping students motivated and engaged in the learning process in different instructional modes poses a significant challenge; students can easily become discouraged from attending lectures and tutorials across both online and face-to-face settings. Many factors impact students’ engagement in the learning process. If you want to keep students focused on learning, you have to invite them into the process of helping themselves by providing an active learning environment. Active learning is an excellent technique for enhancing student engagement and participation in the learning process because it provides means to motivate the student to engage themselves in the learning process through reflection, analyzing, applying, and synthesizing the material they learn during class. In this study, we discussed how to create an active learning class (both face-to-face and synchronous online) through engagement activities, including reflection, collaboration, screen messages, open poll, tournament, and transferring editing roles. These activities will provide an uncommon interactive learning environment that can result in improved learning outcomes. To evaluate the effectiveness of those engagement activities in the learning process, an experimental group and a control group will be explored in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=engagement%20activities" title=" engagement activities"> engagement activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a> </p> <a href="https://publications.waset.org/abstracts/147966/integrating-student-engagement-activities-into-the-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9901</span> Federalism and Foreign Affairs: The International Relations of Mexican Sub-State Governments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jorge%20A.%20Schiavon">Jorge A. Schiavon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article analyzes the international relations of sub-State governments (IRSSG) in Mexico. It aims to answer five questions: 1) What explains the recent and dramatic increase in their international activities? 2) What is the impact of federalism on the foreign affairs of the federal units? 3) What are the levels or degrees of IRSSG and how have they changed over the last years? 4) How do Mexican federal units institutionalize their international activities? 5) What are the perceptions and capacities of the federal units in their internationalization process? The first section argues that the growth in the IRSSG is generated by growing interdependence and globalization in the international system, and democratization, decentralization and structural reform in the national arena. The second section sustains that the renewed Mexican federalism has generated the incentives for SSG to participate more intensively in international affairs. The third section defends that there is a wide variation in their degree of international participation, which is measured in three moments in time (2004 2009 and 2014), and explains how this activity has changed in the last decade. The fourth section studies the institutionalization of the IRSSG in Mexico through the analysis of Inter-Institutional Agreements (IIA). Finally, the last section concentrates in explaining the perceptions and capacities of Mexican sub-State governments to conduct international relations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=federalism" title="federalism">federalism</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20policy" title=" foreign policy"> foreign policy</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations%20of%20sub-state%20governments" title=" international relations of sub-state governments"> international relations of sub-state governments</a>, <a href="https://publications.waset.org/abstracts/search?q=paradiplomacy" title=" paradiplomacy"> paradiplomacy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexico" title=" Mexico"> Mexico</a> </p> <a href="https://publications.waset.org/abstracts/84560/federalism-and-foreign-affairs-the-international-relations-of-mexican-sub-state-governments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9900</span> Mining Educational Data to Support Students’ Major Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunyanuth%20Kularbphettong">Kunyanuth Kularbphettong</a>, <a href="https://publications.waset.org/abstracts/search?q=Cholticha%20Tongsiri"> Cholticha Tongsiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to create the model for student in choosing an emphasized track of student majoring in computer science at Suan Sunandha Rajabhat University. The objective of this research is to develop the suggested system using data mining technique to analyze knowledge and conduct decision rules. Such relationships can be used to demonstrate the reasonableness of student choosing a track as well as to support his/her decision and the system is verified by experts in the field. The sampling is from student of computer science based on the system and the questionnaire to see the satisfaction. The system result is found to be satisfactory by both experts and student as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20mining%20technique" title="data mining technique">data mining technique</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20decision%20support%20system" title=" the decision support system"> the decision support system</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20and%20decision%20rules" title=" knowledge and decision rules"> knowledge and decision rules</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/2788/mining-educational-data-to-support-students-major-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9899</span> Student Feedback of a Major Curricular Reform Based on Course Integration and Continuous Assessment in Electrical Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heikki%20Valmu">Heikki Valmu</a>, <a href="https://publications.waset.org/abstracts/search?q=Eero%20Kupila"> Eero Kupila</a>, <a href="https://publications.waset.org/abstracts/search?q=Raisa%20Vartia"> Raisa Vartia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A major curricular reform was implemented in Metropolia UAS in 2014. The teaching was to be based on larger course entities and collaborative pedagogy. The most thorough reform was conducted in the department of electrical engineering and automation technology. It has been already shown that the reform has been extremely successful with respect to student progression and drop-out rate. The improvement of the results has been much more significant in this department compared to the other engineering departments making only minor pedagogical changes. In the beginning of the spring term of 2017, a thorough student feedback project was conducted in the department. The study consisted of thirty questions about the implementation of the curriculum, the student workload and other matters related to student satisfaction. The reply rate was more than 40%. The students were divided to four different categories: first year students [cat.1] and students of all the three different majors [categories 2-4]. These categories were found valid since all the students have the same course structure in the first two semesters after which they may freely select the major. All staff members are divided into four teams respectively. The curriculum consists of consecutive 15 credit (ECTS) courses each taught by a group of teachers (3-5). There are to be no end exams and continuous assessment is to be employed. In 2014 the different teacher groups were encouraged to employ innovatively different assessment methods within the given specs. One of these methods has been since used in categories 1 and 2. These students have to complete a number of compulsory tasks each week to pass the course and the actual grade is defined by a smaller number of tests throughout the course. The tasks vary from homework assignments, reports and laboratory exercises to larger projects and the actual smaller tests are usually organized during the regular lecture hours. The teachers of the other two majors have been pedagogically more conservative. The student progression has been better in categories 1 and 2 compared to categories 3 and 4. One of the main goals of this survey was to analyze the reasons for the difference and the assessment methods in detail besides the general student satisfaction. The results show that in the categories following more strictly the specified assessment model much more versatile assessment methods are used and the basic spirit of the new pedagogy is followed. Also, the student satisfaction is significantly better in categories 1 and 2. It may be clearly stated that continuous assessment and teacher cooperation improve the learning outcomes, student progression as well as student satisfaction. Too much academic freedom seems to lead to worse results [cat 3 and 4]. A standardized assessment model is launched for all students in autumn 2017. This model is different from the one used so far in categories 1 and 2 allowing more flexibility to teacher groups, but it will force all the teacher groups to follow the general rules in order to improve the results and the student satisfaction further. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=continuous%20assessment" title="continuous assessment">continuous assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20integration" title=" course integration"> course integration</a>, <a href="https://publications.waset.org/abstracts/search?q=curricular%20reform" title=" curricular reform"> curricular reform</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20feedback" title=" student feedback"> student feedback</a> </p> <a href="https://publications.waset.org/abstracts/78859/student-feedback-of-a-major-curricular-reform-based-on-course-integration-and-continuous-assessment-in-electrical-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">203</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9898</span> Customer Satisfaction on Reliability Dimension of Service Quality in Indian Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajasekhar%20Mamilla">Rajasekhar Mamilla</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Janardhana"> G. Janardhana</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Anjan%20Babu"> G. Anjan Babu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research studies analyses the students’ satisfaction with university performance regarding the reliability dimension, ability of professors and staff to perform the promised services with quality to students in the post-graduate courses offered by Sri Venkateswara University in India. The research is done with the notion that the student compares the perceived performance with prior expectations. Customer satisfaction is seen as the outcome of this comparison. The sample respondents were administered with the schedule based on the stratified random technique for this study. Statistical techniques such as factor analysis, t-test and correlation analysis were used to accomplish the respective objectives of the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title="satisfaction">satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title=" service quality"> service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=customer" title=" customer"> customer</a> </p> <a href="https://publications.waset.org/abstracts/3067/customer-satisfaction-on-reliability-dimension-of-service-quality-in-indian-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3067.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 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