Purpose

Through using a realist approach, this study aims to identify the key moderators of multi-campus effectiveness through a systematic literature review, with a focus on faculty staff and student satisfaction.

Design/methodology/approach

Following preferred reporting items for systematic reviews and meta-analyses guidelines, information from peer-reviewed journal papers relating to multi-campus universities was located. The systematic search spanned a 10 year period (2009 to 2019) and returned 538 results. After duplicates were removed, and titles, abstracts and full-texts were screened, 14 papers matched the eligibility criteria.

Findings

Four key moderators were identified through the thematic analysis: inconsistent technology, hesitation to innovate, geographical separation of staff and geographical separation of students.

Originality/value

By exploring the moderators, the study provides policy and practice professionals in higher education with a complex understanding of the key contexts that can hinder the success of staff and student satisfaction at multi-campus universities. To enhance the tangibility of the current review, the study concludes with practical steps forward for enhancing staff and student satisfaction at multi-campus universities.

中文翻译：

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解构多校区大学的质量：什么会影响教职工和学生的满意度？

目的

通过使用现实主义的方法，本研究旨在通过系统的文献回顾来确定多校区有效性的关键调节因素，重点是教职员工和学生的满意度。

设计/方法/方法

根据系统评价和荟萃分析指南的首选报告项目，找到了与多校区大学相关的同行评审期刊论文的信息。系统搜索跨越了 10 年（2009 年至 2019 年）并返回了 538 个结果。剔除重复，筛选标题、摘要和全文后，有14篇论文符合资格标准。

发现

通过专题分析确定了四个关键调节因素：技术不一致、创新犹豫、员工地域分离和学生地域分离。

原创性/价值

通过探索主持人，该研究为高等教育的政策和实践专业人士提供了对可能阻碍多校区大学教职员工成功和学生满意度的关键背景的复杂理解。为了提高当前审查的有形性，该研究最后提出了一些实际步骤，以提高多校区大学的教职员工和学生的满意度。