Cross, J (2016) A framework for the delivery of built environment student satisfaction in England. PhD thesis, University of Salford, UK.
Abstract
Significant changes have occurred within the higher education sector in England with further changes are anticipated as a result of the changes to the on-going policy development related to higher education in England. Government policy development from Dearing (1997) through to Browne (2010) has introduced major changes to the funding, structure and governance of the HE sector. This development has continued with the proposals to introduce more choice and competition into the HE sector along with measures to deliver teaching excellence, with the publication of the White Paper “Success as a knowledge Economy: Teaching Excellence, Social Mobility and Student Choice” (2016). The impact of the on-going policy development has resulted in greater access to higher education but also increased financial pressures on students and their family. This study assesses the impact of the continuing policy changes on the provision of higher education in England and the impact on the student experience. The quality of the student experience is an important aspect of the policy development and as a result this is measured and reported upon. The National Student Survey (NSS) is an important measure of student satisfaction and is proving to be a key policy driver in HEI’s relating to quality of provision. The built environment subject area has benefited from the widening participation agenda and as a result, the diverse demographics of the student population create a complex mix of student expectations within a built environment school. A review of the literature is undertaken to document the policy development, identify the issues relating to the NSS and its use, the factors affecting student expectations and perception of quality and assess the resultant impact on HEI’s. The research will use a single embedded case study approach that seeks to analyse the student experience within the School of the Built Environment at the University of Salford to propose a conceptual framework to deliver increased student satisfaction levels.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Uncontrolled Keywords: | competition; education; funding; governance; higher education; policy; teaching; England |
| Index terms: | government policy, funding, built environment, demographics, England, governance, mobility, case study, higher education, student experience, student satisfaction, population, competition, conceptual framework, publication, proposal, survey |
| Subjects: | research dissemination and communication, project planning, economic analysis, public policy, Geography, theoretical framing, demography, market analysis, data collection methods, business, infrastructure and transport systems, student development, professions and roles, educational institutions |
| Topics: | Business Strategy, Information Management, Research Practice, Governance, Urban Studies, Project Management, Geographical Context, Education |
| Descriptive scope: | 5 PCTEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here