Increasing undergraduate student satisfaction in Higher Education: the importance of relational pedagogy

Abstract

How to increase student satisfaction is a question that Higher Education institutes have become increasingly focussed on. While previous research indicates a number of factors can contribute to student satisfaction, teaching has been found to be of high importance. This study interviewed students and staff in a UK university that had achieved high student satisfaction ratings in a national survey. The programme leader interviews (n8) and student focus groups (n20) discussed the teaching and learning behaviours that seemed to increase and decrease satisfaction levels. The study revealed new insights regarding the fundamental importance that students place on warm and respectful interactions with staff in the context of trusting relationships. The students particularly emphasised staff approachability, empathy, sensitivity and caring. The staff also thought relationships were important but put more emphasis on course organisation. Staff training and institutional evaluations which take account of relational pedagogy would be helpful in increasing student satisfaction. However, sensitive and caring teaching needs to be supported by secure jobs and adequate staffing levels so that teachers have the time and peace of mind to develop these quality relationships.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 61 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.