The impact of student engagement on satisfaction, retention and success of MBA students.
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Date
2016
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Abstract
ABSTRACT
Student engagement is a construct that has been significantly associated with achieving student
outcomes in Higher Education Institutions (HEI’s). It is a multi-dimensional construct that
comprises of different perspectives such as behavioural, cognitive, emotional and agentic
dimensions. Each of these perspectives are further divided into benchmarks that facilitate and
measure student engagement. Student engagement can provide institutions with recommendations
to better improve practices and streamline processes in order to provide students with a holistic
learning environment. However, it should be noted that student engagement is a collaborative
process that requires a joint effort from students, faculty members and the institution. The purpose
of this study was to identify the relationship between student engagement and academic outcomes
such as satisfaction, retention and success at the University of KwaZulu-Natal Graduate School of
Business and Leadership (GSB&L) and to assess the level of engagement amongst MBA students.
Furthermore it examined the possible shortcomings in the implementation of student engagement
in the GSB&L. Data was obtained from MBA students registered at the GSB&L and more
evidence was gathered from the literature review. Data was collected through a structured
questionnaire from one hundred and thirty-four participants and was analysed by means of
descriptive and inferential statistics. The research findings revealed that the more satisfied students
were, the more likely they were to engage in their learning process. However, it was noted that
there was no relationship between student engagement and retention. The shortcomings were
attributed to little or no student faculty interactions or support from the GSB&L. Most students
that were engaged in the classroom reported achieving academic success. It has been
recommended that teaching staff incorporate diverse perspectives, ideas from different modules
and students’ strengths and weaknesses when teaching. This will make the subject matter more
relevant and would increase student satisfaction and success. Despite retention not having any
association with student engagement, respondents identified areas for improvement such as
administrative support and meeting students’ expectations. It was recommended that staff and the
management of the GSB&L engage with students in order to create a holistic learning
environment. The research is limited in that it focused on one business school. It doesn’t provide
an extensive view of student engagement at all business schools in South Africa. Future research
should examine other business schools.
Description
Master’s Degree. University of KwaZulu-Natal, Durban.