The Study On Undergraduates’ Satisfaction For Teaching Quality As Inner Mongolia Normal University For Example

With colleges and universities increasing enrollment,overseas-funded school entering the market, and many trainin;ginstitutions being established, higher education has transformed from“elite education” to “mass education.” The whole society, relevantmanagement departments and training institutions have drawn greatattention on issues in teaching qualities. To improve teaching quality ofhigher education, it is important to investigate on students’ needs andtheir specific circumstances fully, so that the “student-centered” thoughtand “student-oriented” management concept could be realized. Withteaching quality as the lifeline of higher education, students’ degree ofsatisfaction with schools’ teaching quality directly affects the survival anddevelopment of the university.Therefore, this present study conducts research to477undergraduatestudents majoring in liberal arts, science and engineering in InnerMongolia Normal University by utilizing a survey titled “A Questionnaireon College Students’ Satisfaction Degree to Undergraduate TeachingQuality in Inner Mongolia Normal University” It analyzes and evaluatesstudents’ degree of satisfaction with schools’ teaching quality from fivedimensions: talents training mode, majors and curriculum, faculty,teaching management, teaching infrastructure and equipment. Thefollowing conclusions are drawn based on the research. First, the rate ofmajors and curriculum’s contributions to the teaching quality is21.5%,the dimension of faculty accounts for20.4%, and teaching managementaccounts for20%. Talents training mode, teaching infrastructure andequipment account for19.6%and18.5%respectively. The overall rate of undergraduates’ degree of satisfaction is71.7%, which indicates that moststudents are satisfied with the teaching quality. The result shows that thefive dimensions’ influences on the satisfaction degree follow thesequence that faculty accounts for75.4%, teaching management accountsfor71.6%, talent training mode71.3%, majors and curriculum70.5%,and teaching infrastructure accounts for69.4%. Furthermore, byanalyzing the survey data and conducting differential analyses onvariables as gender, specialty, Mongolian and Chinese teaching mode,grade, training mode, academic performance, students’ origins, it is foundthat gender, training mode, academic performance and students’ originsdo not contribute to significant differences. While there are greatdifferences among students studying liberal arts and science and amongstudents studying liberal arts and engineering. Students of liberal arts aremore satisfied with teaching quality than students of sciences andengineering. Students taught in Chinese are slightly more satisfied thanstudents taught in Mongolian, but in general, there is no significantdifference. As for the dimension of teaching management, the satisfactiondegree of male students taught in Mongolian is significantly lower thanother students. Factor of grade plays significant influence to thesatisfaction degree. Moreover, there is a significant difference betweenstudents of2011Grade (freshman) and2010Grade (sophomore year),and between students of2011Grade (freshman) and2009Grade (junioryear). Differences among students from other grades are not notable. Last,subject and major, and grade are important factors affecting the quality ofteaching.To conclude, according to the research and findings, followingsuggestions on improving students’ satisfaction degree could be offered.It is important to create a positive learning environment and enhancestudents’ achievement motivation. Teaching infrastructure and equipment should be improved. The proportion of practical courses in thecurriculum should be increased. Besides, it is advised to change faculty’sincentive mechanism by encouraging them to transfer researchachievements to practical teaching. Moreover, it is significant to eliminatephenomenon of assigning higher priority on academic research than onteaching, and to cast more emphasis on undergraduate teaching. Finally,universities should pay more attention to students ’ evaluations andcomments on the teaching quality.