London School of Economics and Research Paper

Questions would constitute a mixture of the standard Likert scale with questions prompting expanded response and opinion in order to ferret out 'hidden' information.

Following Ansari and Moseley (2010)'s recommendation, summary scales will be used in order not to confuse students and in order to keep the survey as pure and simple as possible, and I agree with Douglas, Douglas, and Barnes (2003) that a service-product bundle should be used in order to reflect all the elements of the university as a whole.

Part II Questionnaire

The items studied would be the following:

1. Balance between study and personal life

2. * Availability of learning resources

3. * Feeling stimulated to learn

4. Friendliness of teaching staff

5. Quality of feedback on my work

6. * Intellectual challenge

7. Level of support provided by my peers / teachers / mentors

8. Feeling able to cope with the workload

9. Friendliness of other students

10. * Physical conditions / learning environment

11. Feeling able to get financial advice

12. * Level of support from staff

13. Feeling able to show initiative

14. * Access to university social life

15. Variety of teaching techniques

16. Tutorials to discuss work

17. * Feeling valued by teaching staff

18. * Other students' views of university life

19. Friendliness of nonteaching staff.

The questions marked with an asterisk ask students to expand on their response. The non-marked questions simply offer a 3-point Likert scale (with the summary measure of just 1,2, and 3 ('strongly agree'; 'somewhat agree' median stance); 'strongly disagree') instead of points 4 and 5 in order to simplify the scale).Items, as noted, follow the service-product bundle in that they deal with all aspects of LSE's existence.

3. Limitation according to peer.

Peer assessed quite correctly that my proposed survey design is far shorter in length than the one traditionally used in most institutions for discovering assessing and reporting student satisfaction with their educational experience. I deliberately designed the survey this way in order to hold the student's interest in filling out the survey and to maintain his motivation in expanding on the longer questions. Experience has taught me that students loathe surveys. Consequently, the shorter and more interesting and relevant they are, the greater the potential for the reliability of survey outcome. This was my intention when designing this survey for the LSE.

Bibliography

Douglas, J., Douglas, A., & Barnes, B. (2006) measuring student satisfaction at a UK university, Quality Assurance in Education, 14, 251-267

El Ansari, W., & Moseley, L. (2010) You get what you measure, Nurse Education Today, 30, 1-7

Elliott, K.M., & Shin, D. (2002). Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24, 197-209

Eon, S.B., Wen, J. & Ashil, N. (2006) The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation. Decision Sciences Journal of Innovative Education, 4, 215-23

Husbands, C.T. (1997) Variations in students' evaluaitons of teachers' lecturing in different courses on which they.....