Assessment of Student Satisfaction with Higher Education among Pharmacy Students

Introduction: Student satisfaction with higher education is a critical indicator of the quality of the educational process and significantly impacts their academic performance, motivation, and overall life satisfaction. The Pharmacy program requires students to maintain a high level of concentration, a serious approach to studies, and deep mastery of the material, making the evaluation of student satisfaction in this field particularly relevant. This article examines the issue of assessing student satisfaction with higher education among Pharmacy students at the Peoples' Friendship University of Russia.

The purpose of this article is to assess the level of satisfaction with higher education among students enrolled in the Pharmacy program. The study aims to identify factors influencing the level of satisfaction and to determine the extent to which various aspects of the educational process affect overall student satisfaction.

Materials and Methods: The study involved 104 students from the 1st to 5th years of the Pharmacy program. The average age of the respondents was 20.6 years. A mixed-method approach, including both quantitative and qualitative methods, was used to assess student satisfaction. A set of statements was employed in the study, through which students evaluated various aspects of the educational process, such as the conditions at the faculty, the quality of the academic programs, the attitudes of the faculty members, and the accessibility of educational materials. Data were collected through a survey and subsequently analyzed.

Results: The results of the study demonstrated that the level of student satisfaction varies significantly depending on the year of study and specific conditions at the faculty. The highest level of satisfaction was observed among junior students, while senior students expressed greater dissatisfaction with the academic programs and conditions at the faculty. Significant differences were also found in students' perceptions of the faculty members' attitudes and the accessibility of educational materials, indicating a need to review and improve certain aspects of the educational process.

Conclusion: The study confirmed the existence of significant differences in the level of satisfaction with higher education among Pharmacy students. The main factors influencing satisfaction include the quality of academic programs, the conditions at the faculty, and the attitudes of the faculty members. To improve student satisfaction, it is recommended that regular surveys be conducted and that improvements to the educational process be implemented based on student feedback.

1. Alborzkouh, P., Nabati, M., Zainali, M., Abed, Y., & Shahgholy Ghahfarokhi, F. (2015). A review of the effectiveness of stress management skills training on academic vitality and psychological well-being of college students. Journal of medicine and life, 8(4), 39–44.

2. Aloka, P., Omare, J. M., Owuor, E. A., Okongo, C., & Owino, J. (2024). Well-being and mental health initiatives for students in universities. In P. Aloka (Ed.), Mental Health Crisis in Higher Education (pp. 1-13). IGI Global. https://doi.org/10.4018/979-8-3693-2833-0.ch001

3. Barbayannis, G. (2022). Academic stress and mental well-being in college students: Correlations, affected groups, and COVID-19. Frontiers in Psychology, 13(886344). https://doi.org/10.3389/fpsyg.2022.886344

4. Calma, A., & Dickson-Deane, C. (2020). The student as a customer and quality in higher education. International Journal of Educational Management, 34(8), 1221-1235. https://doi.org/10.1108/IJEM-03-2019-0093

5. Guilbault, M. (2016). Students as customers in higher education: reframing the debate. Journal of Marketing for Higher Education, 26(2), 132-142. https://doi.org/10.1080/08841241.2016.1245234

6. Jereb, E., Jerebic, J., & Urh, M. (2018). Revising the importance of factors pertaining to student satisfaction in higher education. Organizacija, 51(4), 271-285. https://doi.org/10.2478/orga-2018-0020

7. Lapina, I., Roga, R., & Müürsepp, P. (2016). Quality of higher education. International Journal of Quality and Service Sciences, 8(3), 263–278. https://doi.org/10.1108/ijqss-04-2016-0029

8. Mastoi, A., XinHai, L., & Saengkrod, W. (2019). Higher education service quality based on students’ satisfaction in the People's Republic of China. Journal of Education and Practice. https://doi.org/10.7176/JEP/10-6-15

9. Mihanović, Z., Batinić, A., & Pavičić, J. (2016). The link between students' satisfaction with faculty, overall students' satisfaction with student life and student performances. Review of Innovation and Competitiveness, 2, 37-60. https://doi.org/10.32728/ric.2016.21/3

10. Nastasić, A., Banjević, K., & Gardašević, D. (2019). Student satisfaction as a performance indicator of higher education institutions. Journal of Innovative Business and Management, 11(2), 67-76. https://doi.org/10.32015/JIBM/2019-11-2-8

11. Paul, R., & Pradhan, S. (2019). Achieving student satisfaction and student loyalty in higher education: A focus on service value dimensions. Services Marketing Quarterly, 40(3), 245-268. https://doi.org/10.1080/15332969.2019.163017

12. Payne, H. (2022). Teaching staff and student perceptions of staff support for student mental health: A university case study. Education Sciences, 12(4), 237. https://doi.org/10.3390/educsci12040237

13. Senior, C., Moores, E., & Burgess, A. P. (2017). “I Can't Get No Satisfaction”: Measuring student satisfaction in the age of a consumerist higher education [Opinion]. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00980

14. Tytherleigh , M. Y., Webb, C., Cooper, C. L., & Ricketts, C. (2005). Occupational stress in UK higher education institutions: A comparative study of all staff categories. Higher Education Research & Development, 24(1), 41–61. https://doi.org/10.1080/0729436052000318569

15. van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). First-year university students’ academic success: the importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749-767. https://doi.org/10.1007/s10212-017-0347-8

16. Wong, W. H., & Chapman, E. (2023). Student satisfaction and interaction in higher education. Higher Education, 85(5), 957-978. https://doi.org/10.1007/s10734-022-00874-0