A Study On The Level Of Students’ Major Satisfaction Of Undergraduate Colleges And Universities Of Hebei Province

Quality is the lifeline of higher education. Educational assessment now becomes animportant method of evaluating the quality of higher education. For teachers, colleges anduniversities, the critical mission is to provide teaching services. Student should be the centerof all higher education activities, so the focus of assessment should be transferred to students.Therefore, the most-qualified colleges and universities should promote students’ improvementto the highest extent and meet students’ various needs. Surveys on student satisfaction are theeffective way to investigate the experience of undergraduate students and the quality of highereducation.Major satisfaction can be defined as the difference degree of positive emotional feelinglike approval and so on, and this feeling is caused by comparison between actual experienceand anticipation among the period of academic program of the undergraduate student. TheEnglish Major, which has been setting up for the highest proportion in all majors, was chosenas the range of study, and24colleges and universities in Hebei province was selected as theobject academy. The situation of major offered was introduced from the aspects of distribution,orientation, intellectual training and teachers’ construction. The survey sample of this researchis1998graduates of English major in2013. The data was collected through the method ofstudents’ major satisfaction questionnaire, and was analyzed via software SPSS. The methodsfor datum analysis in this paper included descriptive statistics, homogeneity test of variance,single factor analysis of variance and Pearson correlative analysis. The conclusions are thefollowing:1. Some of students’ self-characteristics, including sexual distinction, home-place, highschool, total family income in previous year and the ranking of performance duringundergraduate, influence the degree of students’ major satisfaction.2. Different situations about major choice, including the degree of knowing aboutEnglish major, the distinction between Arts and Science, entrance admission, the inclinationof major-changing and the expected last academic qualification, influence the degree ofstudents’ major satisfaction.3. The classification of colleges and universities and the different departments orcolleges where English major belongs have influence on the degree of students’ majorsatisfaction. 4. Faculty force, related infrastructures, teaching quality, the atmosphere of learning andexamine, quality monitoring activities and teaching management have a significant influenceon the degree of students’ major satisfaction.5. Parents’ employment categories and educational degrees did not show profound effecton major satisfaction.Furthermore, on the basis of foregoing analysis, the concrete influential elements weresummarized from perspectives of student, teacher, curriculum, teaching contents, specialtypractice, infrastructure, employment guidance and teaching management. Several inspirationswere drawn from the above analysis and conclusions, and were aimed at the macroscopiccontrol of education ministries and the micro adjustment of colleges and universities, included:1. Education ministries should control the establishment of English major strictly;2.Education ministries should follow diversified standard to evaluate the quality of Englishteaching;3. Colleges and universities should define the orientation of English major to avoidthe convergency of development;4. Colleges and universities should pay more attention toenrollment publicity and graduates’ tracking survey;5. Colleges and universities shouldenhance the effectiveness on intellectual training in different English major directions;6.Colleges and universities should improve the construction of English teacher body andestablish evaluating system;7. Colleges and universities should adjust the structure of Englishmajor’ curriculum and update textbooks and teaching methods;8. Colleges and universitiesshould improve English-teaching-related infrastructure and raise the utilization rate ofeducational resources;9. Colleges and universities should increase the investment onstudents’ specialty practice and training to promote their English comprehensive qualities.