It is without a doubt that there is a parallel between student satisfaction and student involvement in colleges. To start with, satisfaction denotes the rates at which the students attain their objectives of attending a college. Involvement denotes the level at which a student would be willing to participate in college activities such as co-curricular activities as well as collaborations among others (ProQuest, 5). Undeniably, students spend a lot of time, as well as resources in college. As a result, there satisfactions ought to be guaranteed through the excellence and amount of their physical, as well as psychological presence at the college. It is from that rationale that this paper will be deliberating on the factors that influence student satisfaction as well as factors that are undertaken by colleges to foster overall the satisfaction (Sinclair, Jollean, 3). At the same time, the paper will expound on whether the involvement influences the overall satisfaction on colleges.
Diverse factors come into play in impelling and influencing student's satisfaction. For instance, the ease with which the colleges system allows students to identify and integrate with one another as well as a college community at large played an imperative role on how the students were satisfied. Evidently, a college that allows for ease of integration resulted to better student satisfaction as well as involvement (McCormick, Alexander, Robert and Jilllian, 3). Likewise, the college's commitment in providing all the necessities required by the students plays an imperative role in determining the level at which the students would be satisfied. Better student's satisfaction was deduced from colleges that were more committed to their learners needs. Beyond doubt, colleges that endeavored at formulating and offering development opportunities to students through various means stood a better chance of ensuring that student's approvals were positively predisposed (Schreiner, Lauren, 6). An additional aspect that influences student's satisfaction in college would be close relationships that are encouraged by the administration. Close relationships allow for better interactions that result to improved academic results that are the core objectives for students joining colleges.
With an objective of cultivating the overall fulfilment of the students, colleges are on the rush to invest large amount of resources in nourishing as well as augmenting academic superiority, consistency, and the extensiveness and profundity of their curriculum (Marcus, Jon, 4). Equally, the colleges have gone a step further in investing for sound compensations and expansion capitals that were aimed at bringing competent and expanded faculties. Additionally, colleges are on record to have formulated programs that support diversity and student life with the aim of enhancing the overall student's satisfaction in the college.
Certainly, student's involvement in college’s undertakings influences the overall satisfaction (Alvin, Sanoff, 2). By taking part or getting involved, it implies that they like what is being offered by the colleges, and they were positively influenced. Otherwise, satisfaction would not be attained without getting involved. Besides, all those students who got involved in the colleges activities demonstrated that they were better enunciating the benefits that the college was offering the reason they were getting involved and not dropping out of colleges.
The prerequisite for student's satisfaction and involvement necessitated the shifting of mentoring and student coaching. Through mentoring and coaching, the student's performances were increased not forgetting to mention that there were enhanced reciprocated veneration and individual evolution as well. Moreover, the learner's self-expectations were transformed thanks to coaching and mentoring. That was attainable since better relationships that enabled feedback and creation of a non-threatening environment that fosters knowledge development were enabled through coaching and mentoring.
Work Cited
Alvin, Sanoff. "Newly Listed: 20 Colleges That Foster Student Success; These Schools 'add Value,' Researchers Say:" USA TODAY 29 Aug. 2005. Print.
Marcus, Jon. "“Success Coaches” Prodding College Students to Graduate." The Hechinger Report (2013). Web.
McCormick, Alexander, Robert Gonyea, and Jilllian Kinzie. "Refreshing Engagement: NSSE at 13." Change 6 June 2013. Print.
Schreiner, Lauren. "Linking Student Satisfaction and Retention." Research Report (2009). Web.
Sinclair, Jollean. "An Empirical Investigation of Student Satisfaction with College Courses." Research in Higher Education Journal 22.21 (2013). Web.
"Student Involvement Essential to Success." ProQuest (2008). Web.
