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- Title
The impact of a restrictive environment as a result of the Covid-19 pandemic on commitment and satisfaction: the case of a public university.
- Authors
CARSANA, Laurence; REYDET, Sabine; WILHELM, Marie-Claire
- Abstract
The purpose of this research is to measure the impact of a restrictive environment, i.e., a public higher education environment modified due to the health crisis, on students' affective and behavioural responses (academic commitment) and satisfaction with the host institution. This research focuses on the functional design dimension of the physical environment. The effect of the modified environment was studied by comparing the responses of first-year students who had not experienced the unrestricted environment with second-year students who had previously experienced the unrestricted environment. Two quantitative surveys were conducted, allowing us to follow the evolution of the impact of the functional design changes between the perceived (based on information received during the summer describing the restricted environment at the start of the 2020 academic year -- survey 1) and the lived (once the academic year has begun and therefore the actual experience of the restricted environment -- survey 2) on the students' feelings, their academic commitment and their satisfaction with the institution. The first survey measures students' feelings about what the new academic year will be like in advance, while the second survey measures the same indicators after the academic year has started. The results of the first data collection indicate that the fact they have previously experienced the unrestricted environment (for second year students) has a negative influence on the emotions and the cognitive and motivational dimensions of academic commitment. The newcomers, not having known the unrestricted environment, apart from the information received during the summer, declared themselves more committed to their studies and more satisfied with the institution before the beginning of the academic year despite the announcement of a restrictive environment to come. The second data collection shows that the experience of the service in a restrictive environment confirms the trends obtained in the first data collection, but most of the indicators (affective reactions and academic commitment) are less well rated. These results are noticeable for newcomers, for whom negative emotions increased and satisfaction decreased once the restrictive environment was experienced. The actual experience of restrictions made the students' feelings worse, particularly those of the newcomers, which suggests that significant support measures should be put in place.
- Subjects
SATISFACTION; COVID-19 pandemic; PUBLIC universities &; colleges; HIGHER education; SCHOOL year; ORGANIZATIONAL socialization
- Publication
Gestion et Management Public, 2024, Vol 12, Issue 2, p37
- ISSN
2116-8865
- Publication type
Article