Inhaltsangabe:Abstract: The aim of the research presented here is to assess student satisfaction at the Aarhus School of Business (ASB) for the Summer University that was first introduced in July 2006. The European Performance Satisfaction Index (EPSI) was adapted to incorporate student satisfaction in order to reach this aim, and was used as the main approach in our thesis. The necessary data was gathered from online surveys we derived from the students. Two studies complemented this model. On the one hand, structured interviews were conducted with all relevant lecturers and on the other hand, a survey was conducted in two waves with Summer University participants. In the first wave, the students initial expectations were measured and in the second wave it was the degree of fulfilment for these expectations that were measured. Results from the EPSI model indicated that participants of the Summer University were satisfied overall with the program and will remain loyal. Surprisingly however, the variable image showed no direct impact on perceived value, satisfaction, and loyalty. The results from the interviews showed that lecturers were well chosen, but not adequately prepared for the program. In addition, the survey results indicated that expectations were to some degree fulfilled, but certain attributes of lecture quality experienced a negative disconfirmation of expectations. Furthermore, the direct comparison of data from the lecturers and the students suggested problems with the information flow between ASB, the lecturers, and the students. From these findings it can be concluded that overall, the Summer University was a success in the introduction of a new study program; however, there are some areas that need to be improved. Thus, our suggestions include new positioning and better marketing for next year, concrete improvement of quality attributes and information flow, and a strategy for sustainability and expansion of the Summer University. Our work successfully presents student satisfaction with a threefold approach, not used hitherto. Combining all three approaches in one dissertation and establishing linkages and interrelations between them, provides an extensive insight towards student satisfaction. Considering ASB Summer University took place for the first time in 2006, the insights we provide and the recommendations we are able to give, will influence the further organisational and managerial development of the program. When [...]

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In the last twenty years a body of "social justice educators" has come to power in Americanhigher education. These professors and administrators are transforming higher education intoadvocacy for progressive politics. They also work to reserve higher education jobs for socialjustice advocates, and to train more social justice advocates for careers in nonprofitorganizations, K-12 education, and social work. Social Justice Education in America drawsupon a close examination of 60 colleges and universities to show how social justice educatorshave taken over higher education. The report includes recommendations on how to preventcolleges and universities from substituting activism for learning.

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