Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.9, No.13, 2018 1 Students’ Satisfaction at Ethiopian Public Universities a Case Study at Dire Dawa University Nesredin Temam Hassen College of Business and Economics, Department of Management, Dire Dawa University, Dire Dawa, Ethiopia Abstract Student satisfaction has been tested and proven as one of the factors that glue students to their University. This study examines the level of student satisfaction in Dire Dawa University using a cross-sectional survey research design. The primary data was collected through structured questionnaire from 1364 randomly selected students of five colleges and one Institute of Technology. The study comprised of three major student satisfaction dimensions, namely teaching-learning (variety of programs, alternative departments, library service, bookstore service, computer facilities, laboratory & demonstration facility, internet and classroom), staff-student relation (welcoming staff, time management skill, subject matter knowledge, tutoring support, responsiveness to student’s need, evaluation system, academic advising and disciplinary system) and augmented facilities (guidance and counseling, peer counseling & support, placement services, registration assistance, recreation facility, student union service, dining & lounge, dormitory, student health service, intervention in risky behaviors, female student support, support to disabled & handicapped, safety & security, media services). Data was analyzed using descriptive statistical and bivariate correlation analysis method. The study revealed that highest satisfaction was due to library service (998, 74.1%), student evaluation system (943, 70.6%) and student placement (879, 68.3%) in teaching-learning, staff-student interaction and augmented facilities respectively. The highest dissatisfaction was due to laboratory and demonstration facility (542, 41.1%), computer laboratory (548, 41.6%) and internet facilities (550, 41%) in teaching-learning. In terms of staff-student interaction and augmented facilities the highest dissatisfaction was reported in tutorial support (491, 36.7%) and lounge services (650, 50%) respectively. The findings indicated a significantly strong positive relationship between teaching- learning and staff-student interaction (r (770) = 0.653, p = 0.01), teaching-learning and augmented facilities (r (678) = 0.663, p = 0.01), staff-student interaction and augmented facilities (r (697) = 0.637, p = 0.01). Keywords: Student satisfaction, Higher Education, Ethiopia, Dire Dawa University. 1. Introduction Satisfaction is a well-researched topic in both academic and non-academic (workplace) settings. In academic settings, students’ satisfaction data helps colleges and universities make their curriculum quicker to respond to the needs of a changing market demand (Eyck, Tews & Ballester, 2009; Witowski, 2008). Higher education institutions especially universities are like practice grounds where students learn and acquire all necessary skills and abilities that potential employers out there in job market sought. To ensure that this is the case, universities tend to bundle their offerings which includes core services (i.e. knowledge, intellectual abilities, interpersonal skills, and communication skills), actual services (i.e. degrees like undergraduate, graduate and postgraduate through regular teaching and research) and augmented services (i.e. building, transportation/logistics facilities, libraries, labs, computer labs, hostel/boarding facilities, medical, sports, and class room facilities) coupled with administrative support. It can be convincingly argued that student satisfaction with tangible and intangible offering at universities is vital for them to acquire those skills and abilities that can satisfy needs of those next in the chain i.e. employers and society. In Ethiopia, higher education institutions are under immense pressure since the beginning of government massive expansion in higher education institution in 2006. This massive expansion have changed the educational climate of the country and the government on one side is facilitating the establishment of new higher education institutions, and on the other side working for the enhancement of quality of education. This double edge sword i.e. higher education expansion and ensuring quality of higher education has spurred a drive to improve and enhance service quality standards in the higher education institutions. Therefore, students’ satisfaction surveys are important in ascertaining whether Universities are providing quality service in order to fulfill their mission. It is well known that the most important product of educational institutions is qualified graduates. In order to best prepare students so that they are sought after by employers upon graduation, an effective core service, actual and as well augmented service is needed. Students must understand the value of their education and be satisfied with their overall experience in order to promote and support their higher educational institution as a student and as an alumnus. Satisfaction is a relevant measure because many studies have demonstrated that other factors being equal, satisfied individuals are likely to be willing to exert more effort than unsatisfied individuals (Bryant, 2006; Özgüngör, 2010). Thus, satisfied students (with the curriculum) are likely to exert more effort in their educational studies by taking actions such as regularly attending their classes and becoming more involved in their coursework and institution.