Student Satisfaction: Towards an empirical deconstruction of the concept

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Abstract
This study examines how overall student satisfaction in Norway can be broken down into component assessments referring to broader aspects of the students' learning experience. The analysis reveals that the academic and pedagogic quality of teaching are crucial determinants of student satisfaction, pointing to a potential overlap between student satisfaction surveys and surveys on student assessment of teaching. However, the analysis also demonstrates that social climate, aesthetic aspects of the physical infrastructure and the quality of services from the administrative staff should not be underestimated when trying to improve student satisfaction and opportunity for learning.