Higher education and student satisfaction:
A fsQCA-based causal analysis in an African context
Palabras clave:
Student satisfaction, fsQCA, Pedagogical quality, Technological ResourcesResumen
Student performance in the teaching-learning process is shaped by a variety of contextual factors, including teaching methodology, access to technological resources, student support services, infrastructure and sanitation, and faculty engagement. This study examines student satisfaction levels at Licungo University (UL) in Mozambique, with a particular focus on students from the Zambézia province. Data were collected from 244 students enrolled in 10 undergraduate programs within the Faculty of Education, using a 20-item Likert-scale questionnaire (rated from 1 to 10), grouped into five analytical dimensions. Applying the fuzzy-set Qualitative Comparative Analysis (fsQCA) and Ragin’s calibration method, three causal configurations were identified as leading to high student satisfaction: (1) satisfaction with teaching methodology and technological resources, (2) the presence of quality infrastructure combined with effective instruction, and (3) strong academic support even in contexts with poor infrastructure. All configurations showed high consistency (>0.98), underscoring the interplay between pedagogical, technological, and structural dimensions. Conversely, dissatisfaction was associated with the convergence of low-quality indicators across several dimensions, with limited faculty engagement emerging as a recurring factor across all analyzed programs.
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Derechos de autor 2024 Acácio Dom Luís, Rafael Benítez, María del Carmen Bas Cerdá, Enisio Cuamba
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