Oscar W.

DeShields Jr Ali Kara Erdener Kaynak, (2005)

Determinants of business student satisfaction
and retention in higher education: applying
Herzberg's two factor theory


International Journal of Educational Management, Vol. 19 Iss 2 pp. 128 139

Permanent link to this document:
http://dx.doi.org/10.1108/09513540510582426
Introduction:
The rapid expansion of colleges and universities, and increases education
costs, force colleges to think differently about the student satisfaction.
They are increasingly recognizing that higher education is a service industry,
and are placing greater emphasis on meeting the expectations and needs of
their participating customers, that is, the students.
It forces universities to adopt a market orientation strategy to
differentiate their offerings from those of their competitors.
To measure student satisfaction, we used a modified version of the
model of Keaveney and Young (1997).

Herzbergs two-factor theory & its implications:
Two factors for job satisfaction and job performance
Satisfiers/Motivators - Satisfaction when adequately fulfilled.
Dissatisfiers/Hygiene factors - Dissatisfaction when deficient.
Opposite of satisfaction is not dissatisfaction, but no satisfaction.
Opposite of dissatisfaction is not satisfaction, but no dissatisfaction.

In applying Herzbergs theory to this study, faculty performance and
classes may be considered motivators or satisfiers.
On the other hand, the performance of advising staff may be
considered similar to hygiene factors or dissatisfiers that may cause
dissatisfaction but not satisfaction.

Design Methodology & Data
Collection:
A modified version of the questionnaire was administered to approximately
160 undergraduate business students.
Questionnaires were distributed in classes and students were encouraged
to participate by rewarding them with extra credit points for participation.
A total of 143 useable questionnaires was obtained. The sample consisted
of 95 males and 48 females.
Conclusions:
The results indicate that the key factors from faculty and classes to
students partial college experience are consistent.
In addition, students who have a positive college experience are more likely
to be satisfied with the college or university than students who do not have
a positive college experience.
It is recommended in this study that the changing nature of the higher
education marketplace encourages college administrators to apply the
customer-oriented principles that are used by profit-making institutions.