Page 83 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

demonstrated a ‘leveling off’ of eigen values after three factors, and by theoretical foundations that suggest distinct areas of academic experience. All 28 items correlated at least .421 with at least one other item, and items with loadings less than .5 were excluded, resulting in the exclusion of four items22. An examination of the Kaiser-Meyer Olkin measure of sampling adequacy suggested that the sample was factorable (KMO= .940). The factor analysis resulted in three constructs of academic experience, called “academic and teaching quality”, “academic environment”, and “academic engagement”. Cumulatively, these factors explained 49.27% of variance in satisfaction with aspects of the academic experience (Table 4.2).
The first construct, which researchers called Academic and Teaching Quality included fourteen items, explaining 36.09% of variance23 with Cronbach’s alpha .922. The second construct, called Academic Environment, was constructed of five items that explained 6.85% of variance24 with Cronbach’s alpha .842. The third construct, called Academic Engagement, was constructed of five items, explaining 6.33% of variance25 with Cronbach’s alpha .754.
Analysis Strategy
Using the constructs of academic experience, composite scores were created for each respondent for each of the three factors. In order
22 The four items excluded (due to correlations of <.5) were: Help to improve my English language skills (if applicable); Studying with people from other cultures; The size of the classes; and Student feedback on my course is taken seriously and acted upon.
23 Students satisfaction with the quality of lectures; the subject area expertise of lecturers/ supervisors; the academic content of my course/studies; the organisation and smooth running of the course; the level of research activity; the teaching ability of lecturers/ supervisors; academic staff whose English I can understand; getting time from academic staff when I need it/personal support with learning; feedback on coursework/formal written submissions; explanation of marking/assessment criteria; fair and transparent assessment of my work; advice and guidance on long-term job opportunities and careers from academic staff; learning that will help me to get a good job; and opportunities for work experience/ work placements as a part of my studies.
24 Student satisfaction with the quality of the lecture theatres and classrooms; the physical library facilities; the online library facilities; the learning technology; and the Virtual Learning Environment.
25 Student agreement with the program challenging them to analyze ideas or concepts in greater depth; use information, ideas or concepts from different topics to solve problems; do their best work; feel part of a student community committed to learning; and feel engaged with their studies.
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Satisfaction at IBCs and Home Campuses
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