Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.718895
Title: Perceptions of quality in higher education learning environments and the impact of personality types on satisfaction : the development of a practical framework
Author: Wilson, H. K.
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2017
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
The design of the physical learning environment (PLE) in Higher Education facilities, has been found to influence students’ satisfaction (Hill & Epps, 2010, Riley, 2013, Yang & Mino, 2013). With the initiation of the Teaching Excellence Framework, the consideration of students’ satisfaction is becoming more prominent. Beckers et al. (2016a) concluded that further research should explore preferences of students to identify if preferences differed between groups of students. Features of the PLE were identified that required further examination as to the impact they can have on students’ satisfaction, specifically, their individual requirements, which may be influenced by their personality traits. In the quality of the PLE; it was also noted that the sense of community is important. Utilising a sequential mixed methods design this research aimed to identify students’ specific requirements of their PLE. Case study methodology was adopted in Liverpool John Moores University (LJMU), across the schools Art and Design, Built Environment, Engineering and Business. Surveys were used to examine relationships with features of the PLE, school specific requirements and personality traits. Factor analysis was conducted to identify components of the PLE. Focus groups were undertaken with students to explore students’ perceptions of the PLE and expand current understanding regarding students’ specific requirements. Utilising grounded theory analysis, features of the PLE were identified and a framework developed. The research found that there is a notable difference in preferences for features within the PLE between students in different schools, and that these differences may be due to the influence of personality traits. The research also identified a framework for defining what students perceive to be a quality PLE. Alongside which, features of the PLE that students identify as being important for the development of a sense of community were identified. The research has led to the development of a framework for the design of the PLE based on students’ specific requirements that can be used to inform universities of the aspects of design to consider in future developments or refurbishments. Validation of the findings of this research was also conducted to evaluate the usefulness of the final framework.
Supervisor: Cotgrave, A. ; Riley, M. ; Mcilroy, D. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.718895  DOI: Not available
Keywords: LB Theory and practice of education ; LB2300 Higher Education ; NA Architecture ; TH Building construction
Share: