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Student (dis)satisfaction in UK higher education: teaching-only contracts, esteem uncertainty and research intensity.

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Title: Student (dis)satisfaction in UK higher education: teaching-only contracts, esteem uncertainty and research intensity.
Authors: Watson, D. (AUTHOR), Webb, R. (AUTHOR), Cook, S. (AUTHOR)
Source: Studies in Higher Education. Nov2025, Vol. 50 Issue 11, p2486-2502. 17p.
Subjects: Postsecondary education, Educational quality, Institutional theory (Sociology), Teachers' salaries, Statistical measurement, Student engagement, Labor contracts
Geographic Terms: United Kingdom
Abstract: This study investigates the impact of teaching-only contracts on student satisfaction in UK Higher Education, with a focus on esteem uncertainty through the lens of asset specificity. Utilising an institutional-level student dissatisfaction index, we analyse the combined effects of teaching-only contracts, faculty compensation and research intensity. The findings suggest that while teaching-only contracts can enhance student satisfaction by encouraging pedagogical innovation, their positive impacts are at risk of being diminished by issues of esteem uncertainty, especially due to limited opportunities for career advancement and institutional focus on research. Our study provides valuable insights for Higher Education policymakers, underlining the importance of addressing the esteem-related challenges academic staff face. By incorporating these factors into policy decisions, it's possible to bolster educational quality and improve student experiences, ensuring that the advantages of teaching specialisation are not undermined by wider institutional practices. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student (dis)satisfaction in UK higher education: teaching-only contracts, esteem uncertainty and research intensity.
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  Data: <searchLink fieldCode="DE" term="%22Postsecondary+education%22">Postsecondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+theory+%28Sociology%29%22">Institutional theory (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers'+salaries%22">Teachers' salaries</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+measurement%22">Statistical measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+contracts%22">Labor contracts</searchLink>
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  Data: This study investigates the impact of teaching-only contracts on student satisfaction in UK Higher Education, with a focus on esteem uncertainty through the lens of asset specificity. Utilising an institutional-level student dissatisfaction index, we analyse the combined effects of teaching-only contracts, faculty compensation and research intensity. The findings suggest that while teaching-only contracts can enhance student satisfaction by encouraging pedagogical innovation, their positive impacts are at risk of being diminished by issues of esteem uncertainty, especially due to limited opportunities for career advancement and institutional focus on research. Our study provides valuable insights for Higher Education policymakers, underlining the importance of addressing the esteem-related challenges academic staff face. By incorporating these factors into policy decisions, it's possible to bolster educational quality and improve student experiences, ensuring that the advantages of teaching specialisation are not undermined by wider institutional practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2024.2438843
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      – Code: eng
        Text: English
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      – SubjectFull: Labor contracts
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      – SubjectFull: United Kingdom
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              Text: Nov2025
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