Academic journal article International Education Studies

Predicting Student Satisfaction with an Emphasis on Campus Recreational Sports and Cultural Facilities in a Turkish University

Academic journal article International Education Studies

Predicting Student Satisfaction with an Emphasis on Campus Recreational Sports and Cultural Facilities in a Turkish University

Article excerpt


The main purpose of this paper was to determine the predictors of student satisfaction focusing on campus recreational sports and cultural facilities. The present study utilized data from a written-questionnaire administered to one thousand adult undergraduate students. The dependent variable used in predicting student satisfaction was satisfaction levels of the respondents. Due to the ordinal nature of the dependent variable, an ordered logit model was performed to determine demographic and socio-economic determinants of campus sports and cultural facility satisfaction. Ordered logit estimation results revealed that younger aged, higher income, tuition loan holder, classical or folk music listener students studying in social sciences were less likely to have higher satisfaction than their counterparts. In addition, for many selected services, most of the students declared their dissatisfaction. Although there is an increasing number of studies conducted on student satisfaction in the existing literature, studies focusing on campus sports and cultural facility satisfaction are limited. This study is probably the first attempt to examine the predictors of campus sports and cultural facility satisfaction in northeastern Turkey using one of the categorical data estimation method.

Keywords: student, satisfaction, recreation, sports, cultural, facility, ordered logit model, Turkey

(ProQuest: ... denotes formulae omitted.)

1. Introduction

Higher education is widely considered as a part of service industry since the orientation of its institutions is to provide quality services to students in an increasing competitive environment (Yeo, 2008). In this respect, meeting students' needs and expectations come into prominence to attract and retain quality students (Elliott & Shin, 2002). The evaluation of the student experience can be divided into two approaches. The first approach involves methods with an emphasis on evaluating teaching and learning, while the second approach deals with methods that evaluate the total student experience (Aldridge & Rowley, 1998). When students are considered as consumers of higher education, their level of satisfaction plays a relatively important role for institutional success in terms of effectiveness and recruitment (Thomas & Galambos, 2004). Student satisfaction is adopted as a short-term attitude resulting from an evaluation of student's educational experience and student life is a web of interconnected experiences that affects student satisfaction (Elliott & Healy, 2001). A satisfied student population is considered as a source of competitive advantage with several advantageous outcomes involving student retention and loyalty (Arambewela & Hall, 2009). Every higher education institution has an important process such that the retention of students within the university campus until the end of their career which is closely related to the satisfaction with service experience (Melchor-Cardona & Bravo, 2012).

Student satisfaction with their educational experience is the result of a complex set of factors and better understanding of these factors with a combination to influence satisfaction is relatively important for many higher education institutions (Appleton-Knapp & Krentler, 2006). One of the main goals of student satisfaction surveys is to identify factors of relevance to the student satisfaction concept as well as their relative importance in which these surveys appear to be a potential competitor to more traditional student assessment schemes of teaching and learning (Wiers-Jenssen et al., 2002). Student satisfaction can be examined either concentrating on the improvement of students' least-satisfied experience or identifying aspects of an experience that most differentiate students' general satisfaction (Thomas & Galambos, 2004). As student experience concept tends to be influenced by different factors, a successful evaluation of student experience varies from one institution to another (Benckendorff et al. …

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