The influence of discipline abstractness on student satisfaction in the ICT field: a study of chinese universities’ inter-disciplinary construal levels

Abstract

AbstractInformation and communication technology (ICT) has witnessed a surge in student enrolment and publications, reflecting its increasing demand and supply. However, the literature has largely overlooked the wellbeing and satisfaction of students pursuing ICT education. This study aims to bridge this gap by examining students’ satisfaction levels in response to abstract and concrete disciplines within the ICT field across Chinese universities. Drawing upon a sample of 893 universities based on 31 disciplines and spanning 31 provinces, the authors employ a multilevel mixed-method approach. With a dataset of 3,507 observations, self-reported surveys were conducted to gauge student satisfaction. The findings of this study reveal that abstract disciplines in the ICT field contribute to higher levels of student satisfaction compared to concrete disciplines across Chinese universities. These results highlight the importance of considering the abstract-concrete dimension in shaping students’ educational experiences and overall satisfaction within the ICT field. This study provides valuable insights for educational institutions, policymakers, and stakeholders in the ICT education domain to enhance students’ wellbeing and satisfaction. By recognising the impact of discipline abstractness on student satisfaction, universities can tailor their programs and curricula to meet students’ evolving needs and preferences, ultimately fostering a more positive and fulfilling educational environment in the ICT field across Chinese universities.