De-Juan-Vigaray María D, Ledesma-Chaves Pablo, González-Gascón Elena, Gil-Cordero Eloy
University of Alicante, Spain.
University of Seville, Spain.
Heliyon. 2024 Aug 24;10(17):e36699. doi: 10.1016/j.heliyon.2024.e36699. eCollection 2024 Sep 15.
The success of universities is heavily dependent upon the efficient management of the learning environment. The students, who are the principal customers of these institutions, are the guarantors of their survival. In this context, students' satisfaction with their education experience is fundamental. To achieve success and maintain competitiveness, universities must identify the key aspects that are important to their students. In the literature, the importance of generic or transversal competence/capacity development in student satisfaction as a motivational factor, using Herzberg's theory has yet to be analysed. This study fills this gap by highlighting its importance. It represents an important advance in the investigation of the hygiene and motivational factors that affect student satisfaction and loyalty. The objective is to analyse the antecedents of the students' satisfaction, including the acquisition of competences, in a post-pandemic and energy-crisis scenario in which the teaching conditions must adapt to the environmental and human factors. The sample is comprised of 548 valid surveys taken from three Spanish public universities. SmartPLS software was used to analyse the results. Based on Herzberg's model, the results show that the acquisition of competences and capacity development, as a motivational factor, together with the teaching methods, the teaching staff involved, the course management and class facilities and infrastructure as hygiene factors are antecedent variables of student satisfaction. The fulfilment of students' expectations is also a predictor of student allegiance to the higher education institution where they study. All stated hypotheses are supported. It should be remembered that if the hygiene factors "work", the most you can hope for is not to let students down, not to lose them. In addition, for them to behave as prescribers and to have a full experience that is subsequently recommended, it is necessary to pay attention to motivational factors.
大学的成功在很大程度上依赖于对学习环境的有效管理。学生作为这些机构的主要客户，是其生存的保障者。在这种背景下，学生对其教育体验的满意度至关重要。为了取得成功并保持竞争力，大学必须确定对学生而言重要的关键方面。在文献中，尚未运用赫兹伯格理论分析通用或横向能力发展在作为激励因素的学生满意度中的重要性。本研究通过强调其重要性填补了这一空白。它代表了在影响学生满意度和忠诚度的保健因素和激励因素调查方面的一项重要进展。目的是在大流行后和能源危机的背景下分析学生满意度的前因，包括能力的获得，在这种背景下教学条件必须适应环境和人为因素。样本由从三所西班牙公立大学收集的548份有效调查问卷组成。使用SmartPLS软件分析结果。基于赫兹伯格模型，结果表明，作为激励因素的能力获得和能力发展，连同教学方法、所涉及的教学人员、课程管理以及课堂设施和基础设施等保健因素，是学生满意度的前因变量。满足学生的期望也是学生对其就读的高等教育机构忠诚度的一个预测指标。所有提出的假设均得到支持。应该记住，如果保健因素“起作用”，最多只能期望不让学生失望，不失去他们。此外，为了让他们成为推荐者并拥有随后会被推荐的完整体验，有必要关注激励因素。
