Doctor of Education (EdD)
First Committee Member
Carl R. Steinhoff
Number of Pages
Low graduation and retention rates are problems that many universities and colleges across the country face. Students often leave an institution prematurely, not because of academic difficulties but because of other obstacles that they believe impede their progress. Studying student satisfaction can help to understand what some of these difficulties might be. In order to address this issue, this study examined the relationship between student ratings of importance and student satisfaction with elements of the university environment and student characteristics; There were 1,208 subjects in this study. All subjects were given the Noel-Levitz Student Satisfaction Inventory during the Spring 2002 at the University of Nevada, Las Vegas (Noel Levitz USA Group, 2001). The data were analyzed with a set of multinomial logistic regression equations with the measurements of importance and satisfaction being the dependent variables and the student characteristics being the independent variables; The most important independent variable influencing student satisfaction was whether the institution was the first, second, or third choice of students when they entered. Student standing was another important variable. As undergraduate students increased in student standing they were more likely to be dissatisfied with campus climate, campus life, registration effectiveness, service excellence, and safety, security, and parKing This is different from what was expected and may be attributable to the study being done at a commuter campus in a large, urban area. Students of color were more likely to be dissatisfied with instructional effectiveness and student centeredness. Female students were more likely to view campus support services, concern for the individual, instructional effectiveness, recruiting and financial aid, registration effectiveness, and safety, security, and parking as more important than male students. Female students were more likely to be more satisfied with campus life and student centeredness than male students were and less satisfied with safety, security, and parking; Other relationships that are important to note because of their lack of significant relationships include the students' age, whether the student returned the next semester, and the students' employment status. These last relationships are surprising because of their lack of significance.
Characteristics; Importance; Learning Environment; Levels; Ratings; Relationship; Retention; Satisfaction; Selected; Students; Student Satisfaction
Agricultural education; Education, Higher
University of Nevada, Las Vegas
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Sauer, Michael L, "Relationship of selected student characteristics to student ratings of importance and levels of satisfaction" (2002). UNLV Retrospective Theses & Dissertations. 2521.