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How Academic Facilities Affects Students Satisfaction with Higher Education Services: A Case Study of
SAUT.

UPLOADED BY

King Shaat

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How Academic Facilities Affects Students Satisfaction with Higher Education Services: A Case Study of
SAUT.

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4t will help the -AT administration to understand how its students are perceiving itsacademic facilities,
whether they are satisfied or not, and what should be done toimprove the situation.

To te Tanzania Commission for Universities !TCU"

This study will be very helpful to the T5 as it will have a clear knowledge on thequality of academic
facilities at -AT in relation to the growing number of studentsat the university.

To future S#o$ars

The study will serve as an important reference material for the future scholars andresearchers dealing
with the university students and academic facilities, and thusadding more knowledge in the academic
arena.

1.& Scope of the study

The data were collected in the -AT "ain 5ampus Area. 4n terms of chosen area of the study, the
research was guided by the specific objectives.

1.' (imitation of the study

The researcher wanted to interview the 6eads of 7epartments of "ass5ommunication and 8ublic
9elations but could not do so because of their busyschedule therefore data were not collected from
them so as to know their perspectiveson the study.

1.) *efinitions of key terms

%. A#ademi# &a#i$ities

refers to all objects and structures designed and created toserve a particular academic function and to
afford a particular convenience or servicein academics !#badosami : 7e ;ager, $%*%'. They include,
academic library, lecturehalls, display projectors, lightning system, computer rooms, etc.

'. Student satisfa#tion.

/lliott and -hin !$%%$', describe student satisfaction as

<thefavorability of a student’s subjective evaluation of the various outcomes andeperiences associated 
with education. -tudent satisfaction is being shapedcontinually by repeated eperiences in campus life=.

+onclusion

This chapter provided the background information, statement of the problem, researchobjectives,
research questions, and stated the significance of the study.

CHAPTER T(O

)ITERATURE RE*IE(

2.1 Introduction

This chapter provides review of the related literature, theoretical framework, theempirical literature
review, and the research gap.

2.2 #eie, of the  #elated (iterature+oncept of satisfaction

According to the Advanced /nglish 7ictionary !"icrosoft 5orporation, $%*>', theword ?satisfaction’
means, <the contentment one feels when one has fulfilled a desire,need, or epectation= or <state of
being gratified or satisfied=.Therefore satisfaction can easily be understood as an act whereby there
must be one party that can give or has an obligation of giving the other party some kind of eperience
be it from a service or some goods or combination of both. (r, as
a phenomenon which individual person eperience in relation to his or her personalneeds or
epectations concerning the realization of those needs or@and epectation.A review of the eisting
literature indicates a wide variance in the definitions of satisfaction and without a uniform definition of
satisfaction, researchers are unable to
6

select an appropriate definition for a given contet3 develop valid measures of satisfaction3 and@or
compare and interpret empirical results !#iese : 5ote, $%%$'.

+oncept of higher  education

6igher education refers to the scope of knowledge and skills imparted within thetertiary level of
education !"inistry of -cience, Technology and 6igher /ducation,*'. This ecludes both primary and
secondary level of education.4t can thus be understood that, a higher education institution offers
tertiary educationservices after an individual has attained primary and secondary education.

+oncept of academic facilities

Academic facilities is one of the most important elements in any student learningenvironment and
eperience. They add an additional value to the higher educationinstitution, differentiating it with other
academic institutions. 4t is very essential
tohave a knowledge of what constitute academic facilities and their connection tostudent satisfaction.-
uccessful teaching and learning takes place in school buildings that are clean, quiet,safe, and healthy !
Blagojevich, $%%C'.Dacility appraisal should be one of the many roles assumed by educational
leaders."aiden : Doreman !*E' claim that school administrators should be <armed with
ageneral understanding of the relationship between various physical features of a

facility and the learning climate=. 4t stands to reason that facility evaluation
wouldwarrant equitable scrutiny and effort to that of ventures into pedagogy andcurriculum.

-ypes of  satisfaction

As diverse as its definition, there can be multiple types of satisfaction depending onmany factors most
notable being contet and author’s perception and
knowledgedepth.5onsumer satisfaction has been typically conceptualized as either an emotional!
5adotte et al., *E&' or cognitive response !Bolton : 7rew, **' as cited in #iese: 5ote !$%%$'.This
means that, at one point, satisfaction can be categorized basing on whether it
hasoriginated from either individual’s state of the emotion or individual’s mentalresponse to a certain
eperience.

  motional response satisfaction

2estbrook : 9eilly !*E+' refer to satisfaction as <an emotional response=.

9ecentanalyses of productconsumption eperiences, however, indicate that the post purchase period 
may also involve a variety of emotional responses including suchaffects as joy, ecitement, anger,
sadness, guilt, etc.

8
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