This Dissertation explores the rapidly changing landscape of higher education (HE), where market forces are redefining roles and power dynamics among stakeholders. The student-consumer assumes a central position, transforming traditional knowledge-focused institutions into market-oriented entities worldwide. The core objective of this research project is to develop a comprehensive framework to assess how various attributes influencing students' university choices affect their predicted satisfaction at the end of their first year. Building on existing literature, the crucial role of initial impressions and expectations formed during the decision-making process is emphasized, as this phase significantly influences overall student satisfaction. Indeed, this study aims to demonstrate that student satisfaction can be predicted based on the factors and experiences occurring during this phase, highlighting that the quality of decision-making reflects the degree of consciousness, and a well-structured process correlates with higher satisfaction levels. Importantly, student dissatisfaction is not solely attributed to post-enrollment experiences, but can stem from inadequacies in the decision-making process. To analyze this, a multilevel logistic regression model was developed, incorporating variables at both student and university levels. Data primarily comes from the "Good Practice" project, a cross-temporal Italian study with a focus on orientation quality. The empirical application of the model to a sample of Italian public universities, focusing on first-year students enrolled in bachelor's and master’s degree courses, reveals compelling insights. Specific choice factors are identified to have a positive impact on satisfaction, and the presence of a robust orientation process emerges as a key enhancer of overall student satisfaction. The interpretation of these findings takes into account the nuanced and fragmented nature of the Italian education system, characterized by substantial regional disparities in education quality and opportunities.
La presente Dissertazione esplora il rapido cambiamento nel panorama dell'istruzione superiore, dove le forze di mercato stanno ridefinendo ruoli e dinamiche di potere tra gli attori interessati. Lo studente-consumatore assume una posizione centrale, trasformando istituzioni tradizionali focalizzate sulla conoscenza in entità orientate al mercato a livello globale. L'obiettivo principale del progetto di ricerca è elaborare un quadro complessivo per valutare come i vari attributi che influenzano le scelte universitarie degli studenti incidano sulla loro soddisfazione prevista alla fine del primo anno. A partire dalla letteratura esistente, si sottolinea il ruolo cruciale delle prime impressioni e delle aspettative formate durante il processo decisionale, poiché questa fase influenza in modo significativo la soddisfazione complessiva dello studente. Infatti, questo studio mira a dimostrare che è possibile prevedere la soddisfazione dello studente in base ai fattori e alle esperienze che si verificano durante questa fase, evidenziando che un maggiore grado di consapevolezza nella scelta è legato a livelli più elevati di soddisfazione. L’insoddisfazione degli studenti non è dunque attribuibile esclusivamente alle esperienze post-iscrizione, ma può derivare da carenze nel processo decisionale. Per analizzare questo aspetto, è stato sviluppato un modello di regressione logistica multilivello, incorporando variabili a livello sia dello studente che dell'università. I dati provengono principalmente dal progetto "Good Practice", uno studio italiano cross-temporale con un focus sulla qualità dell'orientamento. L'applicazione empirica del modello a un campione di università pubbliche italiane, concentrandosi sugli studenti del primo anno iscritti ai corsi di laurea triennale e magistrale, rivela risultati convincenti. Sono stati identificati specifici fattori di scelta che hanno un impatto positivo sulla soddisfazione, e la presenza di un processo di orientamento robusto emerge come un elemento chiave per migliorare la soddisfazione complessiva dello studente. L'interpretazione di questi risultati tiene conto della natura sfaccettata e frammentata del sistema educativo italiano, caratterizzato da consistenti disparità regionali in termini di qualità dell'istruzione e opportunità.
The role of decision-making process in student's overall satisfaction with their university experience.
MAIOCCHI, ELENA
2023/2024
Abstract
This Dissertation explores the rapidly changing landscape of higher education (HE), where market forces are redefining roles and power dynamics among stakeholders. The student-consumer assumes a central position, transforming traditional knowledge-focused institutions into market-oriented entities worldwide. The core objective of this research project is to develop a comprehensive framework to assess how various attributes influencing students' university choices affect their predicted satisfaction at the end of their first year. Building on existing literature, the crucial role of initial impressions and expectations formed during the decision-making process is emphasized, as this phase significantly influences overall student satisfaction. Indeed, this study aims to demonstrate that student satisfaction can be predicted based on the factors and experiences occurring during this phase, highlighting that the quality of decision-making reflects the degree of consciousness, and a well-structured process correlates with higher satisfaction levels. Importantly, student dissatisfaction is not solely attributed to post-enrollment experiences, but can stem from inadequacies in the decision-making process. To analyze this, a multilevel logistic regression model was developed, incorporating variables at both student and university levels. Data primarily comes from the "Good Practice" project, a cross-temporal Italian study with a focus on orientation quality. The empirical application of the model to a sample of Italian public universities, focusing on first-year students enrolled in bachelor's and master’s degree courses, reveals compelling insights. Specific choice factors are identified to have a positive impact on satisfaction, and the presence of a robust orientation process emerges as a key enhancer of overall student satisfaction. The interpretation of these findings takes into account the nuanced and fragmented nature of the Italian education system, characterized by substantial regional disparities in education quality and opportunities.| File | Dimensione | Formato | |
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2024_10_Maiocchi_Ncir.pdf
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Descrizione: This Dissertation explores the rapidly changing landscape of higher education (HE), where market forces are redefining roles and power dynamics among stakeholders. The student-consumer assumes a central position, transforming traditional knowledge-focused institutions into market-oriented entities worldwide. The core objective of this research project is to develop a comprehensive framework to assess how various attributes influencing students' university choices affect their predicted satisfaction at the end of their first year. Building on existing literature, the crucial role of initial impressions and expectations formed during the decision-making process is emphasized, as this phase significantly influences overall student satisfaction. Indeed, this study aims to demonstrate that student satisfaction can be predicted based on the factors and experiences occurring during this phase, highlighting that the quality of decision-making reflects the degree of consciousness, and a well-structured process correlates with higher satisfaction levels. Importantly, student dissatisfaction is not solely attributed to post-enrollment experiences, but can stem from inadequacies in the decision-making process. To analyze this, a multilevel logistic regression model was developed, incorporating variables at both student and university levels. Data primarily comes from the "Good Practice" project, a cross-temporal Italian study with a focus on orientation quality. The empirical application of the model to a sample of Italian public universities, focusing on first-year students enrolled in bachelor's and master’s degree courses, reveals compelling insights. Specific choice factors are identified to have a positive impact on satisfaction, and the presence of a robust orientation process emerges as a key enhancer of overall student satisfaction. The interpretation of these findings takes into account the nuanced and fragmented nature of the Italian education system, characterized by substantial regional disparities in education quality and opportunities.
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https://hdl.handle.net/10589/227621