Proceedings of the 3rd European Conference on Intellectual Capital

5.2
5
4.8
4.6
4.4
4.2
4
3.8
Competences
5.06
Teaching Style
4.4
Pedagogical Skills
Corina Pelau et al.
4.67
Implication
4.38
Satisfaction
Attitude
4.42
Communication
4.24
Availability
4.32
Figure 1: Satisfaction with <strong>the</strong> knowledge flows at a university (on a scale <strong>of</strong> 1 to 7, where 7=very
satisfied and 1=totally dissatisfied)
As fig. 1 shows <strong>the</strong> satisfaction <strong>of</strong> <strong>the</strong> students with <strong>the</strong> elements <strong>of</strong> knowledge transfer have values
between 4 (average satisfaction) and 5 (ra<strong>the</strong>r satisfied), with <strong>the</strong> exception <strong>of</strong> <strong>the</strong> level <strong>of</strong> courses.
Although <strong>the</strong>re is no high variation between <strong>the</strong> items, we can observe that <strong>the</strong> students are most
satisfied with <strong>the</strong> actuality <strong>of</strong> information (4.76), <strong>the</strong> visual aids (4.73) and <strong>the</strong> applications (4.73). The
next aspects with which <strong>the</strong> students are satisfied are <strong>the</strong> knowledge transfer (4.67), <strong>the</strong> relevance <strong>of</strong>
information (4.63) and <strong>the</strong> interactivity (4.60). The utility <strong>of</strong> <strong>the</strong> subjects and <strong>the</strong> utility <strong>of</strong> <strong>the</strong> projects are
valued with 4.5. The students have <strong>the</strong> least satisfaction with <strong>the</strong> level <strong>of</strong> <strong>the</strong> courses. This can be
explained by <strong>the</strong> fact that <strong>the</strong>y might have very high expectations regarding <strong>the</strong>se or because <strong>the</strong>y are so
well taught that <strong>the</strong> students understand <strong>the</strong>m very well and for this reason <strong>the</strong>y don’t perceive <strong>the</strong>m as
being difficult. The overall satisfaction asked at <strong>the</strong> end <strong>of</strong> <strong>the</strong> questionnaire has a value <strong>of</strong> 4.83, which is
higher than all <strong>the</strong> values <strong>of</strong> <strong>the</strong> considered factors. In <strong>the</strong> following we will analyze if <strong>the</strong> satisfaction <strong>of</strong>
<strong>the</strong> considered factors influences in any way <strong>the</strong> satisfaction with <strong>the</strong> fact that <strong>the</strong> students have chosen
<strong>the</strong> university.
The influence <strong>of</strong> all <strong>the</strong>se factors on <strong>the</strong> satisfaction with <strong>the</strong> university can be measured with <strong>the</strong>
regression analysis with <strong>the</strong> help <strong>of</strong> <strong>the</strong> SPSS. In this analysis we had as dependent variable <strong>the</strong> item
“satisfied that you chose this university” and <strong>the</strong> independent variables <strong>the</strong> items presented in fig. 1. The
results <strong>of</strong> <strong>the</strong> regression analysis are presented in fig. 2.
The R-Square obtained in <strong>the</strong> regression analysis shows that 27.5% <strong>of</strong> <strong>the</strong> dependent variable can be
explained by <strong>the</strong> analyzed factors. Taking in consideration <strong>the</strong> fact that in <strong>the</strong> analysis, <strong>the</strong>re have been
taken in consideration 80 satisfaction items, this value is significant. This value is confirmed by <strong>the</strong> R-
Square change and <strong>the</strong> F-Test in <strong>the</strong> ANOVA Table shows a significance <strong>of</strong> <strong>the</strong> regression <strong>of</strong> 99%.
According to <strong>the</strong> results <strong>of</strong> <strong>the</strong> Regression analysis and assuming that all o<strong>the</strong>r factors are constant we
have <strong>the</strong> following regression function:
Satisfaction = 1.42 – 0.57*level_courses + 0.24*knowledge_transfer + 0.12*relevance_information –
0.05*actuality_information + 0.13*visual_aids + 0.09*applications + 0*examples seminar
+0.04*interactivity + 0.14*utility_subjects + 0.03*utility_projects
The regression function shows that <strong>the</strong>oretically <strong>the</strong> highest influence on <strong>the</strong> satisfaction has <strong>the</strong> level <strong>of</strong>
<strong>the</strong> courses. But if we analyze <strong>the</strong> significance <strong>of</strong> this influence, it is not very high. The next highest
importance has <strong>the</strong> knowledge transfer, an influence which is also confirmed by <strong>the</strong> significance test. The
significance <strong>of</strong> this relation is equal to zero, so that we can reject <strong>the</strong> Zero-Hypo<strong>the</strong>sis. With <strong>the</strong> exception
<strong>of</strong> <strong>the</strong> interactivity and <strong>the</strong> actuality <strong>of</strong> information, all o<strong>the</strong>r factors have a significant influence on <strong>the</strong>
dependent factor. So <strong>the</strong> next highest importance, have <strong>the</strong> factors utility <strong>of</strong> subjects, <strong>the</strong> visual aids and
<strong>the</strong> relevance <strong>of</strong> <strong>the</strong> transmitted information. The least importance have factors, such as applications and
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