THE RELATIONSHIP BETWEEN STUDENTS SATISFACTION AND THEIR

AFFECTIVE COMMITMENT TO THE FACULTY OF BUSINESS

This study assesses major factor that affect the relationship between students satisfaction
and affective commitment to the faculty of Business. We defined the major factor as
preparation for career or graduate. The most students expectation is about their career from
the their faculties. These expectations cause emotional connection between the students and
their faculty. The satisfaction is related to getting expactations. According to researches,
satisfied students are likely to exert more effort in their educational studies by taking actions
such as regularly attending their classes and becoming more involved in their coursework and
institution. Consequently, when students are satisfied with their faculty they get affective
commitment to the faculty. Affective commitment to the faculty is considered about the
students value and care. The researches shows that the students who believe they will get
benefits from the faculty, they have physchological and social affective commitment.
Research on the two frameworks( that is, students satisfaction and their affective
commitment to the faculty of business) has largely remained dependent. The research on these
frameworks provide a more useful knowledge about the relationship between students and
faculty. Thus, our objective in this part and our contribution to existing research is to examine
the relationship between the students satisfaction and their affective commitment to the
faculty of Business. The specific research question we ask is the following : Does The
Business Facultys preparation for career or graduate influence the students satisfaction and
affective commitment to the faculty of Business? (5) Our study has also benefits for
teachers. As we state below in the next section in greater detail, when students perceive higher
education from their faculty they become more likely to show high performance for their
lessons. Because we aim to identify antecedent of satisfied students performance and our
study may demonstrate a way teachers of faculty could use to increase their students
performance and satisfaction.
Literature Review and Theoretical Framework
The Satisfaction and Affective Commitment
According to Elliott and Healy (2001), student satisfaction is a short-term attitude based on an
evaluation of their experience with the education service supplied. Just like in the workplace,
satisfaction in academic settings is also treated as both an independent and dependent
variable. For instance, satisfaction, as an independent variable, explains faculty outcomes

such as GPA, retention rates, and graduation rates (Jamelske, 2009; Borden, 1995; Noel,
1978; Pascarella & Terenzini, 2005). As a dependent variable, satisfaction is explained by a
number of academic- related factors such as advising, quality of instruction, and class size
(Corts et al., 2000; Elliott, 2003; Peterson, et al., 2001). Several researchers have identified
and empirically tested factors affecting or that are correlated with students satisfaction. Since
students satisfaction has been conceptualized in a variety of ways by researchers, several
factors have been examined that affect college students satisfaction. The major factor is
preparation for career or graduate. When these variables satisfy the students have affective
commitment to their faculty. The affective commitment to the faculty is related to students
value . The students beliefs are the way as the faculty offer good opportunities and education
for their career, they will be commitmented to the faculty by affectively.
Relating Students Satisfaction and Affective Commitment to The Faculty
The most students choose their faculty according to their future and career plans. We defined
the major factor to preparation for career or graduate to students. There are also different
factors affect the students satisfaction as quality of instruction, student conditions, faculty
environment, teaching climate, Professional development and facultys culture and values.
The important point is that Students beliefs and values how related with these factors. If the
students define their beliefs and values as useful or rewarding, we recognize that the students
are high satisfied with their faculty and also these beliefs and values make the students to
affective commitment with their faculty.
Preparation for career or graduate school refers to the extent to which students perceive they
are well prepared for career and graduate school by faculty and their college. One of the goals
of undergraduate programs is to prepare students for careers in their chosen discipline or for
graduate school (Corts et al., 2000; Gordon, 2005). This suggests that the more students
perceive that they are prepared for career positions or graduate school, the more likely they
are to be satisfied. Students who were able to make the connection between their program of
study and career goals felt more positive about their institution (Noel, 1978). Further,
Lamports (1993) study indicates that faculty were found to serve as important socializing
agents for students by helping them adjust to college life and providing support in achieving
their intellectual and personal goals. Prior studies indicated that when students get advice with
regard to preparation for career or graduate school, they are more likely to be satisfied (Corts
et al., 2000). Thus, the following hypothesis is proposed:

Hypothesis 1 : Satisfaction with preparation for career or grad school is positively correlated
with affective commitment to the faculty of busines.