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Determinants of Business Students Satisfaction and Quality of Education Services Delivery in Tertiary Technical Institutions in Tanzania
Kazungu, William Mallimi ID 000017
- Publisher
- Maastricht School of Management (MSM)
- Year
- 2020
- URL
- forms.office.com
- Series
- DBA Dissertation
- Keywords
- Higher Education Quality of Education Services Student Satisfaction
This research investigates the determinants of business students’ satisfaction and how students perceive the quality of educational services provided by tertiary technical institutions in Tanzania. To meet this objective, three stakeholders were involved in the study namely students, institutional management and government. Mixed methods were adopted to collect data from three aforementioned stakeholders.
In study I the researcher conducted a quantitative survey study on second year and third year students in ten tertiary technical institutions in Tanzania. A survey study aimed at gathering information about student perceptions of satisfaction, determinants of student satisfaction and student perceptions of quality of educational services in Tanzania.
In study II, the researcher conducted semi-structured interview to senior officials from the Ministry of Education, Science and Technology (MoEST), the College of Business Education (CBE) and the National Council for Technical Education (NACTE). The objective of conducting these interviews was to understand their perspectives on student satisfaction and quality of education in tertiary technical institutions in Tanzania.
The findings in quantitative data indicate that the main determinants of student satisfaction are quality of teaching, learning environment, career advice, learning materials, image of the college and semesters. Furthermore, students perceived positively all aspects of educational services which contribute to their satisfaction.
The findings in qualitative study revealed that graduates’ abilities to perform tasks in the world of work, learners feeling of belonging and how technical institutions respond to students ‘needs and demands’ were also viewed as part of students satisfaction. Although managers viewed students’ satisfaction and quality in education differently, they were positive towards introducing student satisfaction policy. The Government uses several mechanisms including accreditation, curricular review and validation, conducting periodic self-evaluation and monitoring and control to ensure, maintain, and enhance quality in higher education.
In study I the researcher conducted a quantitative survey study on second year and third year students in ten tertiary technical institutions in Tanzania. A survey study aimed at gathering information about student perceptions of satisfaction, determinants of student satisfaction and student perceptions of quality of educational services in Tanzania.
In study II, the researcher conducted semi-structured interview to senior officials from the Ministry of Education, Science and Technology (MoEST), the College of Business Education (CBE) and the National Council for Technical Education (NACTE). The objective of conducting these interviews was to understand their perspectives on student satisfaction and quality of education in tertiary technical institutions in Tanzania.
The findings in quantitative data indicate that the main determinants of student satisfaction are quality of teaching, learning environment, career advice, learning materials, image of the college and semesters. Furthermore, students perceived positively all aspects of educational services which contribute to their satisfaction.
The findings in qualitative study revealed that graduates’ abilities to perform tasks in the world of work, learners feeling of belonging and how technical institutions respond to students ‘needs and demands’ were also viewed as part of students satisfaction. Although managers viewed students’ satisfaction and quality in education differently, they were positive towards introducing student satisfaction policy. The Government uses several mechanisms including accreditation, curricular review and validation, conducting periodic self-evaluation and monitoring and control to ensure, maintain, and enhance quality in higher education.