A Study On Students' Satisfaction In Higher Vocational Education

The new "Long-term Education Reform and Development Plan(2010-2020)〃, that” the development of vocational education is topromote economic development， promoting employinont and improvingpeople*s livelihood， to solve the1Agriculture’ issues important wayto ease the labor supply and demand structure key contradictions, mustbe placed in a more prominent position "as the development of vocationaleducation in the higher level-vocational education and training tonational development shouldering high skilled professionals importantmission. Quality of vocational colleges education services have adirect impact on the success of this mission. Students are the mostdirect customer service vocational education institutions areparticipants in the whole process of teaching activities, whichdirectly reflects the degree of satisfaction with the quality of serviceand level of education and teaching in higher vocational colleges.Therefore, this paper based on the stakeholder theory and the theoryof satisfaction from customers-Research in Vocational Educationstudent satisfaction perspective， not only to enrich and develop thetheory related research service quality vocational education, schooleducation can also be found through the investigation process theproblems, weaknesses and improve the quality and level of education，and promote the further development of vocational colleges. But alsofor the government and the public to carry out effective supervisionof teaching vocational colleges, other institutions of the same typeof vocational education quality student satisfaction study provides areference for basis.First, this article will stakeholder theory and satisfaction theoryas the theoretical basis of this study, the specific meaning introduced stakeholder theory of the origins, definitions, status and interestsof developing vocational colleges stakeholder groups and customersatisfaction theory characteristics and evaluation models. Andvocational education, student satisfaction, student satisfaction threeconcepts were defined, analyzed the impact of the students’satisfaction with the quality of education on student achievement,school development and school attractive aspccts.Secondly, the national identity of the policy on vocationaleducation vocational education, academics and experts in the field ofeducation as well as the positioning of vocational education studentsa brief introduction, from a higher level of vocational education andlater affirmed specific educational practice evaluation of vocationaleducation for high school students to make a simple comparison, as ajudge on vocational education student satisfaction with the quality ofeducation a reference standard.Then the survey, questionnaire design, distribution, recyclingwere introduced in the recovered data entry SPSS19.0for data analysis,create charts, graphs data related theory for a brief introduction.Followed by a detailed analysis of the main factors affecting studentsatisfaction of vocational education, mainly for the professionalfeatures not prominent, unreasonable curriculum, classroom teachingquality needs to be improved，ethics training and professional skillsof teachers teaching standards need to be further strengthened,training, internship quality needs to be further improved, the use ofmaterials difficult to meet the professional development needs, theneed to further improve the quality of student employment.Finally， based on the analysis of relevant theoretical andempirical data presented to improve vocational education studentsatisfaction measures: First, improving the curriculum, outstanding professional characteristics. Schools should be marketdemand-oriented professional setting optimization to improve theprofessional skills of the students’ curriculum system reform，strengthening cooperation with companies in the curriculum developmentprocess, the implementation of multi-evaluation of teaching andimprove the quality of teaching practice； second is to take effectivemeasures to improve students ’ classroom learning happiness； Third,multi-joint participation, improve the quality of training practice；fourth is to strengthen the construction of teaching materials； fiveis to improve students’ employability； Sixth, establish and improveteaching quality monitoring system.