A Predictive Model of Student Satisfaction

Retention is a challenge for all third level institutions and retention rates remain lower than colleges would like them to be. This has intensified in recent years as participation in higher education has increased and diversified. Student satisfaction and retention represents an important concern for colleges which must understand the reasons why students may choose to leave a programme. While student satisfaction and retention is a well-researched topic, there remain questions to be answered in terms of the factors that lead to non-completion. The aim of this research is to gain a greater understanding of the factors that lead to dissatisfaction and non-completion among third level students in Ireland. This research analyses data from 10,110 respondents of the Eurostudent survey, a survey of student attitude and satisfaction which is administered to all third level students in Ireland. A predictive model was developed and analysed using regression analysis and decision tree analysis. In line with literature reviewed, satisfaction with the student‟s college, teaching quality, teaching staff, facilities, finances, accommodation and friendship, feeling interested, calm and in good spirits, and the extent to which students exercise, were found to be significant predictors of student satisfaction. In contrast to literature reviewed, this study did not find that social status or income represented predictors of student satisfaction. This research contributes to academic literature and provides greater understanding of the factors that impact on student satisfaction. This study identifies important areas for Higher Education Institutions in Ireland to focus their attention as they endeavour to improve student satisfaction and retention rates

An Understanding of Student Satisfaction

Retention is a challenge for all third level institutions and retention rates remain higher than colleges would like them to be, this has intensified in recent years as participants in higher education has increased and diversified. Third level institutions which would not only benefit from increased fees but also through low cost word of mouth promotion and an enhanced reputation. As such, an important concern for colleges is retaining students and understanding the reasons why students may choose to leave a program. While student satisfaction and retention is a well researched topic there remains questions to be answered in terms of the factors that lead to non-completion. The aim of this research is to gain a greater understanding of the factors that lead to dissatisfaction and non-completion among third level students in Ireland. This research analyses data from 10,110 respondents of the Eurostudent survey, a survey of student attitude and satisfaction sent to all third level students in Ireland. A predictive model was developed and analysed using regression analysis and decision tree analysis. In line with literature, satisfaction with the student‟s college, teaching quality, teaching staff, facilities, finances, accommodation and friendship, feeling interested, calm and in good spirits and the extent to which student exercise were found to be significant predictor variables of student satisfaction. In contrast to literature, this study did not find social status or income are predictors of student satisfaction

A Study of Current Practice of Corporate Social Responsibility (CSR) and an Examination of the Relationship Between CSR and Financial Performance Using Structural Equation Modelling (SEM)

There has been a significant increase in interest in CSR in recent years (Gulyas, 2009; McGehee et al, 2009) and it is regarded as an important topic for research (Burton and Goldsby, 2009). Not only has this topic received academic attention but it is becoming a mainstream issue for many organisations (Renneboog et al, 2008; Nijof and Brujin, 2008). However, it has been noted that research on CSR in SMEs is quite scant (Burton and Goldsby, 2008; Cilberti et al, 2008). A second area of literature that remains unresolved is the relationship between CSR and financial performance (Park and Lee, 2009). Lastly, there also remains a lack understanding concerning CSR in Ireland (O‟Dwyer et al, 2005). After a thorough analysis of the literature in the area, semi structured interviews were carried out with a small sample of large firms and SMEs operating in Ireland, spanning a variety of industries. A survey was then developed and administered via internet and post; the analysis of which contributes toward filling these research gaps. In determining an operational meaning of CSR and uncovering the nature, type and extent of CSR of firms operating in Ireland, the research differentiates between large firms and SMEs. Thus this research contributes to the much needed insight into CSR in SMEs (Perrini and Minoja, 2008). While the majority of small firms believe they should pay attention to their social and environmental responsibilities, the main barrier to undertaking CSR experienced by SMEs is time, followed by cost and lack of human resources. This is in line with literature (Jenkins, 2006; Roberts et al, 2006). The perception that CSR is not related to the firms activities or that it is not a concern to SMEs are not considered major barriers by SME respondents. Described as the holy grail of CSR (Jorgensen and Knudsen, 2005) the relationship between CSR and financial performance represents the most questioned area of CSR (Angelidis et al, 2008). While a lot of research points in favor of a mild positive relationship (Orlizky et al, 2003), this connection has not been fully established (Neville et al, 2005; Prado-Lorenzo et al, 2008; Park and Lee, 2009) and the mechanisms through which financial performance is enhanced by CSR is not well understood ( Doh et al, 2009). This research uses a more detailed method of analysis than that which has been previously used to assess the relationship between CSR and financial performance, thus goes some way toward answering the call for a more fine grained approach to measuring this relationship (Hillman and Keim, 2001). In line with previous studies (Hitchens et al, 2003) a moderate positive relationship was noted between CSR and financial performance when analyzed directly. However, it is through an analysis of the indirect relationships that insight is developed. CSR was found to have a strong positive relationship with social reputation, employee attraction, motivation and retention and consumer attraction and loyalty but a weaker relationship with other business benefits proposed to result from CSR, namely; access to capital and business reputation. This dissertation concludes with a discussion of the implications of these findings as well as recommendations for further research in the area

An Action Plan for Implementing Responsible Management Education in Business Schools in the UK and Ireland

Recent corporate scandals have resulted in criticism of business schools for graduating students who put too much emphasis on shareholder value and profit maximisation but neglect the broader social and environmental context in which businesses operate. The Principles for Responsible Management (PRME) are a set of voluntary standards developed in 2007 under the coordination of the UN Global Compact, to address weaknesses in ethical education. This paper reviews the context of the PRME principles and UK and Irish school signatories’ approaches to implementation through a review of their reports to PRME to outline the range of options available to a business school considering implementing the principles across all aspects of the education portfolio. The paper concludes with an implementation strategy for a business school considering PRME membership

An Action Plan for Implementing the Principles for Responsible Management Education in College of Business Programme Learning Outcomes

Recent corporate scandals have resulted in criticism of business schools for graduating students who put too much emphasis on shareholder value and profit maximisation but neglect the broader social and environmental context in which businesses operate. This research fellowship set out to review current literature of ethics education in third level universities and institutions to determine best practice in the area. It also set out to review the reports of the signatories of PRME (Principals for Responsible Management Education) to develop an understanding of the range of options available to the College of Business to embed principles for responsible management across all aspects of the College’s education portfolio. This paper analyses a comprehensive literature review of the teaching of ethics in higher education. It reviews the importance of teaching ethics in higher education and reviews what should be taught and how best to teach this. Traditional teaching methods have been criticised for their over emphasis on theoretical and conceptual analysi

Management development in Small and Medium Sized Firms in The Republic of Ireland: An Investigation of Contingency Factors and Management Development Activities

Purpose The development of managerial skills is an important priority for small and medium sized firm globally yet we have few insights about the predictors and types of management development (MD) activities in SMEs. To date studies of MD have not sufficiently differentiated between small and medium sized firms. In this paper we investigate the impact of three sets of predictors (contextual, technology and innovation activities, behavioural and skill) on six dimensions of MD (formal internal development, formal internal with an external expert, formal external development, one-to-one MD activities, budget for MD and experiential focused MD). Design/methodology/approach Survey of 360 SMEs in Ireland involving 401 manager and owner managers in small and medium sized firms. Findings Our findings reveal that firm size is an important predictor of the six dimensions of MD investigated in this study. We also found that in terms of the different categories of predictors dimensions of the SME technological and innovation capacity explained differences between small and medium sized firm such as technologically improved product/service, changes existing products and services and process innovation. We also found the age of the firm, the existence of a clearly articulated business strategy and formal strategic planning approaches were significant. Research / practical / policy implications Overall our findings highlight significant differences between small and medium firms which have important research and policy implications. Management development is a government priority for supporting Irish SMEs. We address a fundamental problem providing insight into predictors of management development activities. Originality/value This is a large survey of SMEs in the Republic of Ireland. The findings have important theoretical and policy implications

SME Manager Skills and Practices Survey (2020)

Survey questions for assessing manager skills and practices in Small to Medium Enterprises under the Improving management development standards in SMEs in Ireland. A project funded by the European Union via the Directorate General for Structural Reform Support (DG REFORM) - No SRSS/C2019/05

Leading the Way: Investing in Management Development for SME Productivity and Growth: Report by the Expert Group on Future Skills Needs

The vision set out for this project is to support and enable a fresh approach to growth for SMEs in Ireland where management development is a key strategic priority for SMEs to drive productivity, sustainability, competitiveness and growth, and prepare for the future of work. This research, carried out between October 2019 and March 2020, identifies 7 key findings outlined in the report

Counselor Educators Lean-In to Walk the Talk: A Team Approach to Strengthening Faculty Multicultural Sensitivity

This session offers an innovative approach for engaging faculty in the development and deepening of their own multicultural sensitivity, for improving pedagogy, and in turn promoting second-order change within students as they engage with multicultural competencies. Broader systemic issues are also addressed given the university\u27s contextual setting as a faith-based, primarily Caucasian institution