Academic and social integration in higher education: a survey of satisfaction and dissatisfaction within a first‐year education studies cohort at a new university

Abstract

A survey of student satisfaction and dissatisfaction was undertaken within an undergraduate education studies cohort at a new university in the English Midlands. The cohort included both ‘traditional’ and ‘non‐traditional’ students and represented an increasingly typical ‘widened’ community of students within higher education. This student‐ informed survey enabled expression of facets of experience which were found to be deeply satisfying or deeply dissatisfying by the cohort and which also had the potential to impact upon their academic and social integration. The cohort was asked to link facets found deeply satisfying or deeply dissatisfying to the likelihood of their retention and degree completion or the likelihood of their exit from the institution. Themes emerging were concerned with teaching and learning, debt and money worries, workload and support. Many of the facets identified fall within institutional control and can be managed in order that both ‘traditional’ and ‘non‐traditional’ students may achieve integration, maintain their personal vision and be retained. The survey methodology employed can be adapted to accommodate contextualization within other higher education institutions. It is suggested that engagement with such survey methodology represents investment in both institutional, educational and financial health.