Institutional factors and the postgraduate student experience

Abstract

Purpose

Few studies have evaluated the satisfaction of mature‐aged postgraduate students. The purpose of this paper is to determine postgraduate coursework students' service expectations in regard to academic course quality, university services and industry links.

Design/methodology/approach

A case study of 51 taught postgraduate students enrolled in the School of Public Health nested postgraduate courses was conducted. Students completed an online self‐complete survey (response rate of 58 per cent). Descriptive statistics and univariate analysis (chi‐square) were used to explore associations between variables.

Findings

Postgraduate taught students come from a variety of career backgrounds. They place a great deal of importance on their educational experience, especially in regard to academic factors: reputable degree; skilled engaging teachers; access to online resources; ready contact with academics; and supportive enrolment processes.

Practical implications

A greater awareness of student expectations equips universities to provide a more meaningful pedagogical experience and to better address the unique needs of postgraduate students. This is likely to enhance lifelong learning and support retention and progression rates.

Originality/value

This research provides a case study of a specific group of postgraduate students and helps understand some of the unique requirements of this postgraduate group, which is largely older, female, domestic students.

Citation

Jancey, J. and Burns, S. (2013), "Institutional factors and the postgraduate student experience", Quality Assurance in Education, Vol. 21 No. 3, pp. 311-322. https://doi.org/10.1108/QAE-Nov-2011-0069