How teaching quality dimensions influence student satisfaction in entrepreneurship and innovation education: evidence from Jordan

Purpose This study examines the influence of perception of teaching quality dimensions, namely course objectives, course content, teaching methods, teaching environment, course management and evaluation methods, on student satisfaction for innovation and entrepreneurship education. Design/methodology/approach This study uses a quantitative survey design at a single Jordanian university. Data were gathered using an item-based questionnaire. The survey was distributed to the student population (2,500 students), with the goal of conducting a census. However, due to the voluntary nature of participation, the final sample of 486 respondents was chosen by self-selection. The data were analyzed with SPSS, using multiple regression and reliability analyses to investigate the relationship between variables. Findings Multiple regression analysis revealed a positive and significant effect of educational content, teaching methods, teaching management and evaluation methods on student satisfaction. However, learning objectives were found to have an insignificant effect on student satisfaction. Furthermore, findings demonstrate that teaching conditions negatively impact student satisfaction. Originality/value To the researchers' best knowledge, this study is the first to examine the impact of perception of teaching quality dimensions on student satisfaction in the Middle East, with a specific focus on Jordan. Additionally, this study presents course objectives and evaluation methods as crucial teaching quality dimensions that were not previously investigated in the entrepreneurship and innovation education context. In addition, the study enhances understanding of student satisfaction in Jordanian higher education by creating a satisfaction model that is appropriate for the local culture.