ON CAMPUS
campusreview.com.au
A degree of satisfaction?
Many students are unhappy with their
experience at university.
By Nicole Madigan
N
ew research has revealed that almost half of university
students don’t believe their degree is worth the money,
despite most believing that completing a degree will help
secure their dream job.
The biggest concern, according to the research
commissioned by Studiosity, was that it would take years
for students to pay off their loan, with about 55 per cent of
respondents holding this view.
Other reasons included believing they wouldn’t be job-ready at
completion, believing they could obtain similar knowledge in the
workplace, and that students didn’t believe the education standard
was high enough.
Studiosity chief executive Michael Larsen said value was a
big part of the student experience, and this, combined with the
demand-driven system leading to student enrolment growth,
resulted in an increased need for services, support and attention.
“Universities are aware of that and are working on improving the
student experience for all students by creating an equally fulfilling
experience regardless of their study mode, abilities or background.
“The research shows that there’s still work to be done to ensure
every student gets the most out of their degree, and to ensure the
costs represent the value of this experience.”
The study also revealed that students were unhappy with
the rising costs of university fees, lacking resources to provide
feedback, and inadequate availability of study support.
“If tertiary educators changed these, students would feel more
satisfied with their education.”
But Larsen said although a high percentage of students question
the value of their degree, the fact that institutions are escalating their
investments in student satisfaction is a promising sign for the sector.
“When universities respond to this feedback and implement
appropriate initiatives, the levels of student experience will
increase, which is impressive considering the data also stated that
77 per cent of students said university was what they expected or
even better than expected.”
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While there wasn’t a significant difference between the states’
responses, the research showed South Australia had the highest
percentage of satisfied students and Victoria the least.
Males and females were on par in this sentiment, and
internationally enrolled students were more likely to feel appeased
by their decision compared with their local counterparts.
Professor Judyth Sachs, chief academic officer at Studiosity,
said university was a significant investment and students in
Australia were divided when considering the value they receive.
“However, the data interestingly revealed that a significant
number of students are not only attending university simply to
receive their qualification, but to develop and improve their life,
and soft skills related to teamwork and organisation.”
Sachs said some of the standout comments made by students
throughout the research included:
“Even if I do not gain employment, the skills acquired through
this course are invaluable and unobtainable outside of university.”
– Female, 28, rural Queensland.
“It’s more than just the degree and education, it’s also
developing essential life skills such as responsibility, organisation,
teamwork, etc.”
– Male, 22, Melbourne.
“My degree will increase my long-term earning potential by more
than the short-term cost of studying.”
– Female, 19, Brisbane.
Larsen said the findings demonstrate that universities need to
ensure more students have a better experience at university.
“The findings emphasise that although a lot is done for students
and their experience, their diverse needs could be addressed more,
and the value they receive is questioned by many.
“To keep up the excellent reputation Australian universities have
globally, the student experience needs to address the range of
different needs that our diverse student population has, at scale.
“We have a number of Australian universities that should be
applauded for their commitment to the student experience and
their willingness to think laterally and be continually evolving in
order to meet students’ changing needs.
“To my mind, this shows remarkable leadership.” ■