Larissa Sue Christensen and Natalie Elizabeth Nilsen
Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty…
Abstract
Purpose
Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction.
Design/methodology/approach
Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria.
Findings
Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students.
Originality/value
By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.
Details
Keywords
In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive…
Abstract
In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive labor force, able to learn and solve problems, was questioned. During this past decade, renewed concern about educational quality in the United States motivated over one hundred reports analyzing the shortcomings in our system of education and endorsing reform. All of the principal curriculum areas have been reviewed in this process; moreover, science education has been deemed particularly deficient. Major reports sponsored by the National Science Foundation (NSF) and the American Association for the Advancement of Science (AAAS) recommend both content revision of science courses and methodological changes in the way science is presented throughout the elementary and secondary grades.