International Journal of Educational Management
Emerald Article: Determinants of business student satisfaction and retention in higher education: applying Herzberg's two-factor theory Oscar W. DeShields Jr, Ali Kara, Erdener Kaynak
To cite this document: 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 Downloaded on: 24-03-2012 References: This document contains references to 30 other documents Citations: This document has been cited by 3 other documents To copy this document: email@example.com This document has been downloaded 6748 times.
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Determinants of business student satisfaction and retention in higher education: applying Herzberg’s two-factor theory Oscar W. DeShields Jr
California State University, Northridge, California, USA
College of Business Administration, Pennsylvania State University – York Campus, York, Pennsylvania, USA, and
School of Business Administration, Pennsylvania State University at Harrisburg, Middletown, Pennsylvania, USA
Purpose – This paper focuses on the determinants of student satisfaction and retention in a college or university that are assumed to impact students’ college experience. Design/methodology/approach – Using empirical data and Herzberg’s two-factor theory, a modiﬁed version of the questionnaire developed by Keaveney and Young was administered to approximately 160 undergraduate business students at a state university in South Central Pennsylvania. Using path analysis, the hypothesized effects were tested empirically by incorporating a comprehensive set of independent variables and self-reported experiential assessments to predict experience, which in turn related to student satisfaction. Findings – The results indicate that the path coefﬁcients from faculty and classes to students’ partial college experience are consistent with the assumption that these are key factors that inﬂuence student partial college experience. Also, the path coefﬁcient from student partial college experience to satisfaction was consistent with Herzberg’s two-factor theory. 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. Research limitations/implications – By...
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