53
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
IN THE ADVANCEMENT OF DIGITAL ECONOMY EVALUATING
STUDENT SATISFACTION IN ACADEMIC-FINANCIAL INDEPENDENT
HEIS: A CASE STUDY OF BUKHARA STATE UNIVERSITY
Yuldashev Feruz Isroil ugli
PhD researcher at Bukhara State University
f.i.yuldashev@buxdu.uz
Abstract:
This article presents advanced methodologies for evaluating and
enhancing the quality of education in higher education institutions (HEIs). By
integrating multiple dimensions such as educational efficiency, research productivity,
student activity, and organizational efficiency, we propose enhanced formulas that
incorporate interaction and higher-order terms. These complex indicators, including
variables such as student performance, satisfaction, research output, and institutional
support, provide a comprehensive framework for assessing HEI competitiveness. The
educational efficiency formula, for instance, considers student-to-teacher ratios and
academic capacity, while research efficiency accounts for publications and citations.
The inclusion of interaction terms and non-linear effects captures the multifaceted
nature of HEI performance. This approach allows for more nuanced insights, enabling
HEIs to identify key areas for improvement and implement targeted strategies to
enhance overall educational quality. The proposed methodology is exemplified
through data from Bukhara State University, demonstrating its practical application
and potential for widespread adoption.
Keywords:
higher Education Institutions (HEIs), Educational Quality
Management, Educational Efficiency, Research Productivity, Student Activity
Efficiency, Organizational Efficiency, Interaction Terms, Higher-Order Terms,
Student Satisfaction, Academic Performance, Research Output, Institutional Support,
Competitiveness Indicators, Quality Enhancement, Bukhara State University
RAQAMLI IQTISODIYOTNI RIVOJLANTIRISH SHAROITLARIDA
AKADEMIK-MOLIYAVIY MUSTAQIL OTMLAR TALABALARNING
QONIQISH DARAJALARINI BAHOLASH: BUXORO DAVLAT
UNIVERSITETI MISOLIDA
Yuldashev Feruz Isroil o‘g‘li
Buxoro Davlat Universiteti tayanch doktoranti
f.i.yuldashev@buxdu.uz
54
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
Annotatsiya:
Ushbu maqolada oliy ta’lim muassasalarida (OTM) ta’lim sifatini
baholash va oshirishning ilg‘or metodologiyalari keltirilgan. Ta’lim samaradorligi,
tadqiqot samaradorligi, talabalar faoliyati va tashkiliy samaradorlik kabi bir nechta
o‘lchovlarni birlashtirib, o‘zaro ta'sir va yuqori darajadagi atamalarni o‘z ichiga olgan
kengaytirilgan formulalar taklif qilingan. Ushbu murakkab ko‘rsatkichlar, jumladan
talabalarning ta’lim olishi, ta’lim xizmatlaridan qoniqishi, tadqiqot natijalari va
institutsional qo‘llab-quvvatlash kabi o‘zgaruvchilar, OTM raqobatbardoshligini
baholash uchun keng qamrovli asos bo‘lib xizmat qiladi. Masalan, ta’lim samaradorligi
formulasi talaba-o‘qituvchi nisbati va akademik salohiyatini hisobga oladi, tadqiqot
samaradorligi esa nashrlar va iqtiboslarni hisobga oladi. O‘zaro ta’sir atamalari va
chiziqli bo‘lmagan effektlarning kiritilishi OTM faoliyatining ko‘p qirrali xususiyatini
aks ettiradi. Ushbu yondashuv yanada nozik tushunchalari anglashga imkon beradi, bu
esa OTMlar uchun takomillashtirishning asosiy yo‘nalishlarini aniqlash va umumiy
ta’lim sifatini oshirish uchun maqsadli strategiyalarni amalga oshirishga imkon beradi.
Taklif etilayotgan metodologiya Buxoro Davlat universiteti ma’lumotlari orqali
namuna bo‘lib, uning amaliy qo‘llanilishi va keng qo'llash imkoniyatlarini namoyish
etadi.
Kalit so
‘
zlar:
oliy ta’lim muassasalari (OTM), ta’lim sifatini boshqarish, ta’lim
samaradorligi, tadqiqot samaradorligi, talabalar faoliyati samaradorligi, tashkiliy
samaradorlik, talabalarning qoniqishi, akademik ko
‘
rsatkichlar, ilmiy natijalar,
institutsional qo
‘
llab-quvvatlash, raqobatbardoshlik ko
‘
rsatkichlari, sifatni oshirish,
Buxoro Davlat Universiteti
В РАМКАХ РАЗВИТИЯ ЦИФРОВОЙ ЭКОНОМИКИ ОЦЕНКА
УДОВЛЕТВОРЕННОСТИ СТУДЕНТОВ В АКАДЕМИЧЕСКИ
-
ФИНАНСОВЫХ НЕЗАВИСИМЫХ ВУЗАХ: НА ПРИМЕРЕ
БУХАРСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА
Юлдашев Феруз Исроилович
докторант Бухарского государственного университета
f.i.yuldashev@buxdu.uz
Аннотация:
В этой статье представлены передовые методики оценки и
повышения качества образования в высших учебных заведениях (ВУЗАХ).
Объединяя множество показателей, таких как эффективность образования,
продуктивность
научных исследований, активность студентов и эффективность
организации, мы предлагаем усовершенствованные формулы, которые
включают взаимодействие и термины более высокого порядка. Эти сложные
показатели, включающие такие переменные, как успеваемость студентов,
55
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
удовлетворенность, результаты научных исследований и институциональная
поддержка,
обеспечивают
комплексную
основу
для
оценки
конкурентоспособности вуза. Например, формула эффективности образования
учитывает соотношение числа студентов и преподавателей и академические
способности, в то время как эффективность научных исследований определяется
публикациями и цитируемостью. Включение условий взаимодействия и
нелинейных эффектов отражает многогранный характер деятельности вуза.
Такой подход позволяет получить более детальную информацию, позволяя
вузам определять ключевые области для улучшения и реализовывать
целенаправленные стратегии для повышения общего качества образования.
Предлагаемая методология проиллюстрирована данными Бухарского
государственного университета, демонстрирующими ее практическое
применение и потенциал для широкого внедрения.
Ключевые слова:
высшие учебные заведения (ВУЗы), управление
качеством образования, эффективность обучения, эффективность
исследований, эффективность студенческой деятельности, организационная
эффективность, удовлетворенность студентов, академическая успеваемость,
научные
результаты,
институциональная
поддержка,
показатели
конкурентоспособности, повышение качества, Бухарский государственный
университет
INTRODUCTION
The integration of the digital economy into the evaluation of student satisfaction
in academically and financially independent higher education institutions (HEIs) offers
several significant advantages. These advantages stem from the enhanced capabilities
provided by digital tools and technologies in collecting, analyzing, and interpreting
data. Higher education plays a crucial role in the global economy and management. It
is a key driver of economic growth, innovation, and competitiveness. Higher education
institutions (HEIs) contribute to the development of human capital by equipping
individuals with advanced knowledge and skills necessary for the labor market
(Marginson, 2011). The knowledge and innovation generated by universities are
essential for technological advancements and industrial development (Teixeira & Dill,
2011). Furthermore, HEIs are pivotal in fostering critical thinking, problem-solving
abilities, and leadership skills, which are vital for effective management and
governance. The landscape of higher education is continuously evolving, driven by
globalization, technological advancements, and changing societal needs. As it can be
seen in various social sectors in the form of growing emphasis on international
collaboration, student mobility, and cross-border education (Knight, 2008), the
integration of digital technologies in teaching, learning, and administration which is
56
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
transforming the educational experience (Sá & Serpa, 2020). Furthermore, the focus
shifting towards continuous learning opportunities, catering to the needs of diverse
learner populations is next social requirement that government should keep on
motivating(Jarvis, 2008).
Bukhara State University (BukhSU) as one of the prominent higher education
institutions in Uzbekistan is also recognized with actively participation in national and
international level competition for supporting educational reforms. Recently, BukhSU
was among the 40 higher education institutions in Uzbekistan granted autonomy by the
government. This move towards autonomy is part of a broader strategy aimed at
improving the quality of higher education, fostering innovation, and enhancing
institutional accountability and governance.
LITERATURE REVIEW
The digital economy, characterized by the pervasive use of digital technologies
and the internet, has significantly transformed higher education. According to
Brynjolfsson and McAfee (2014), digital technologies enhance educational processes
by improving access to information, fostering interactive learning environments, and
enabling data-driven decision-making. The digital economy's tools, such as big data
analytics, cloud computing, and mobile technologies, provide new opportunities for
evaluating and enhancing student satisfaction (Manyika et al., 2011). The concept of
autonomy in higher education is well-documented in a lot of academic literature.
According to Altbach and Knight (2007), university autonomy refers to the degree of
self-governance necessary for effective decision-making regarding academic,
financial, and administrative matters. Autonomy allows institutions to innovate,
respond to changing educational demands, and improve their competitive standing
(Neave, 2012). This autonomy encompasses various dimensions, including academic
freedom, financial independence, and administrative self-governance (Berdahl, 1990).
Autonomy is associated with enhanced institutional performance, increased efficiency,
and greater responsiveness to student and labor market needs (Shattock, 2010). A study
by Estermann and Nokkala (2009) found that autonomous universities are better
positioned to foster academic excellence and innovation. Furthermore, autonomy can
lead to improved governance structures, as institutions gain the flexibility to tailor their
management practices to their unique contexts (Fielden, 2008). While the benefits of
autonomy are substantial, the transition process is not without challenges. Universities
must develop robust governance frameworks and ensure accountability mechanisms
are in place (Salmi, 2009). The shift to autonomy also requires a cultural change within
institutions, as faculty and administrators adapt to new roles and responsibilities
(Marginson & Considine, 2000). Additionally, there is a need for adequate funding and
resources to support the transition and sustain autonomous operations (Clark, 1998). In
57
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
Uzbekistan, the move towards university autonomy is part of broader educational
reforms aimed at modernizing the higher education sector. These reforms are designed
to align the country's educational standards with international best practices and
improve the overall quality of higher education (Ministry of Higher and Secondary
Specialized Education of the Republic of Uzbekistan, 2020). The autonomy granted to
institutions like BukhSU is expected to empower them to innovate, enhance
educational quality, and better meet the needs of students and society. Such legislative
framework as “On measures to provide financial independence to state higher
education institutions”, “On approval of the procedure for financing from the state
budget of the republic of Uzbekistan for the training of personnel on the basis of a state
order (state grant) in state institutions of higher education for which financial
independence has been granted” and “On additional measures to ensure academic and
organizational and managerial independence of state higher education institutions” are
considered main documents supporting this transition that are crucial to supply the
completion of the process.
METHODOLOGY
Digital tools facilitate efficient and accurate data collection from a large number
of students across various faculties and departments. Online surveys, feedback forms,
and digital assessments can be easily distributed and collected, ensuring higher
response rates and reducing the time and resources required for data collection.
Advanced data analytics tools can process this data quickly, providing real-time
insights and enabling more nuanced analysis of student satisfaction. A survey was
conducted among students from various faculties at BukhSU to gather their perceptions
of different aspects of their educational experience. The survey included questions on
overall satisfaction with the educational process, the relevance of course content,
teacher knowledge, classroom suitability, and the availability of educational resources.
The survey data were collected and analyzed using SPSS to identify correlations
between different factors affecting educational quality.
RESULTS AND DISCUSSION
This study focuses on evaluating student satisfaction and the quality of
educational services at BukhSU following its transition to autonomy. By analyzing
student perceptions and feedback, this research aims to provide insights into the
effectiveness of the autonomy model in enhancing higher education quality. The study
uses survey data collected from students across various faculties to assess their
satisfaction with different aspects of their educational experience, including course
content, teacher knowledge, classroom suitability, and resource availability. Overall,
2383 respondents participated in the survey from 8 faculties and they answered 10
questions in likert scale answering system. In the Figure 1, the composition of
58
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
respondents by faculty is described in percentages according to which, students who
actively participated in the survey mainly (46%) correspond to the share of foreign
languages and history and law faculties.
Picture 1. Distribution of students involved in the survey in the section of
faculties
Based on the data of Figure 2, it can be said that most of the respondents who
have an excellent assessment of the quality of the classes to be organized, come to the
Faculty of philology (58%), foreign languages (55%) and physics and mathematics
(52%). The faculties of Economics and tourism (16%), agronomy and biotechnology
(11%) and Information Technology (10), on the other hand, cover the respondents with
the highest average assessment of the quality of the classes.
It is not for nothing that the practice of organizing high-level classes at the
university is effectively organized. In the current situation, the university operates 69
doctors of Sciences and professors, as well as 287 candidates of Sciences (PhD) and
pedagogical employees with the title of Associate Professor (including 8 who have
successfully carried out scientific work Protection in the world's prestigious Top-1000
list of universities). The scientific capacity index was 24.2% in 2020, while it reached
32.1% by 2023.
1
Designed by the Author
Faculty of history
and law
27%
Faculty of foreign
languages
19%
Faculty of philology
18%
Faculty of
Information
Technology
10%
Faculty of
Economics and
tourism
10%
Natural Sciences
8%
Faculty of physics
mathematics
6%
Agronomy and
biotechnology
2%
59
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
Picture 2. Percentage of Student Competition results in faculty cross section
The survey included questions on overall satisfaction with the educational
process, the relevance of course content, teacher knowledge, classroom suitability, and
the availability of educational resources. To facilitate the analysis and presentation of
the results, the questions were coded numerically as Q1 to Q10.
The coding of the questions is as follows:
1.
How satisfied are you with the educational process at your
university?
2.
Are there students in your group who do not regularly attend
classes but still get ratings and advance from course to course?
3.
How well does the content of the courses match your field and
future career goals?
4.
Evaluate the knowledge of teachers in their respective subjects.
5.
Are the size and comfort of the classrooms suitable for effective
learning?
6.
Evaluate the availability and quality of educational resources
(libraries, laboratories, online materials).
7.
Are sufficient and clear instructions provided before exams?
8.
Is student feedback considered in the organization of exams?
2
Designed by the Author
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Bad
Poor
Mediocre
Good
Excellent
60
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
9.
How well do the exam questions cover the curriculum?
10.
Do the teaching methods used in the educational process
encourage critical thinking and reflection?
Based on the correlation matrix (Table 1), we can draw several conclusions about
the relationships between different aspects of the educational experience at the higher
education institution. Here are some key observations:
Table 1
Correlation analysis of the survey results
1
2
3
4
5
6
7
8
9
10
1
Pears. Cor
1
-,099
**
,258
**
,191
**
,126
**
,192
**
,065
**
,103
**
-,073
**
-0,012
Sig. (2-
tailed)
0
0
0
0
0
0,002
0
0
0,556
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
2
Pears. Cor
-,099
**
1
-,067
**
-,165
**
-,081
**
-,132
**
-,042
*
-0,021
,156
**
-0,006
Sig. (2-
tailed)
0
0,001
0
0
0
0,038
0,305
0
0,775
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
3
Pears. Cor
,258
**
-,067
**
1
,145
**
0,037
,127
**
,106
**
,147
**
-0,016
-0,002
Sig. (2-
tailed)
0
0,001
0
0,072
0
0
0
0,421
0,923
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
4
Pears. Cor
,191
**
-,165
**
,145
**
1
,201
**
,268
**
,092
**
-0,04
-,271
**
,144
**
Sig. (2-
tailed)
0
0
0
0
0
0
0,05
0
0
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
5
Pears. Cor
,126
**
-,081
**
0,037
,201
**
1
,242
**
0,03
0,027
-,146
**
,041
*
Sig. (2-
tailed)
0
0
0,072
0
0
0,14
0,188
0
0,045
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
6
Pears. Cor
,192
**
-,132
**
,127
**
,268
**
,242
**
1
,053
**
0,014
-,187
**
0,014
Sig. (2-
tailed)
0
0
0
0
0
0,01
0,484
0
0,487
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
7
Pears. Cor
,065
**
-,042
*
,106
**
,092
**
0,03
,053
**
1
,109
**
-0,022
0,007
Sig. (2-
tailed)
0,002
0,038
0
0
0,14
0,01
0
0,286
0,736
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
8
Pears. Cor
,103
**
-0,021
,147
**
-0,04
0,027
0,014
,109
**
1
,121
**
-,157
**
Sig. (2-
tailed)
0
0,305
0
0,05
0,188
0,484
0
0
0
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
9
Pears. Cor
-,073
**
,156
**
-0,016
-,271
**
-,146
**
-,187
**
-0,022
,121
**
1
-,155
**
Sig. (2-
tailed)
0
0
0,421
0
0
0
0,286
0
0
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
10
Pears. Cor
-0,012
-0,006
-0,002
,144
**
,041
*
0,014
0,007
-,157
**
-,155
**
1
Sig. (2-
tailed)
0,556
0,775
0,923
0
0,045
0,487
0,736
0
0
N
2383
2383
2383
2383
2383
2383
2383
2383
2383
2383
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
3
Compiled by the Author using SPSS
61
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
1.
Overall Satisfaction with Educational Process (Q3)
:
•
Q3 and Q5
: There is a significant positive correlation (
𝑟𝑟
=0.258
r
=0.258,
𝑝𝑝
<0.01
p
<0.01) between overall satisfaction and the relevance of course content. This
suggests that students who find the course content relevant to their future careers are
more likely to be satisfied with the educational process.
•
Q3 and Q6
: A significant positive correlation (
𝑟𝑟
=0.191
r
=0.191,
𝑝𝑝
<0.01
p
<0.01) exists between satisfaction and the perceived knowledge of teachers,
indicating that knowledgeable teachers contribute to overall satisfaction.
•
Q3 and Q8
: There is a significant positive correlation (
𝑟𝑟
=0.192
r
=0.192,
𝑝𝑝
<0.01
p
<0.01) between satisfaction and the availability/quality of educational
resources, highlighting the importance of resources in student satisfaction.
2.
Presence of Non-Performing Students (Q4)
:
•
Q4 and Q6
: A significant negative correlation (
𝑟𝑟
=−0.165
r
=
−0.165,
𝑝𝑝
<0.01
p
<0.01) suggests that the presence of non-performing students is associated
with a lower perception of teachers' knowledge.
•
Q4 and Q8
: A significant negative correlation (
𝑟𝑟
=−0.132
r
=
−0.132,
𝑝𝑝
<0.01
p
<0.01) between non-performing students and the availability/quality of
educational resources implies that non-performing students might be linked to poorer
perceived resource quality.
3.
Relevance of Course Content (Q5)
:
•
Q5 and Q6
: There is a significant positive correlation (
𝑟𝑟
=0.145
r
=0.145,
𝑝𝑝
<0.01
p
<0.01) between the relevance of course content and the perceived knowledge
of teachers. Relevant course content seems to align with better teacher knowledge.
•
Q5 and Q8
: A significant positive correlation (
𝑟𝑟
=0.127
r
=0.127,
𝑝𝑝
<0.01
p
<0.01) between course content relevance and resource quality, suggesting that
good resources are associated with relevant course content.
4.
Teachers’ Knowledge (Q6)
:
•
Q6 and Q7
: A significant positive correlation (
𝑟𝑟
=0.201
r
=0.201,
𝑝𝑝
<0.01
p
<0.01) between teachers' knowledge and the suitability of classrooms indicates
that appropriate classrooms contribute to better perceptions of teacher knowledge.
•
Q6 and Q8
: A significant positive correlation (
𝑟𝑟
=0.268
r
=0.268,
𝑝𝑝
<0.01
p
<0.01) between teachers' knowledge and the quality of educational resources
shows the importance of resources for teaching effectiveness.
5.
Classroom Suitability (Q7)
:
•
Q7 and Q8
: A significant positive correlation (
𝑟𝑟
=0.242
r
=0.242,
𝑝𝑝
<0.01
p
<0.01) indicates that suitable classrooms are associated with better educational
resources.
6.
Information Before Exams (Q10)
:
62
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
•
Q10 and Q11
: A significant positive correlation (
𝑟𝑟
=0.109
r
=0.109,
𝑝𝑝
<0.01
p
<0.01) between information before exams and the inclusion of student input
in exam setup highlights the importance of communication and transparency.
7.
Exam Coverage of Syllabus (Q12)
:
•
Q12 and Q11
: A significant positive correlation (
𝑟𝑟
=0.121
r
=0.121,
𝑝𝑝
<0.01
p
<0.01) between the comprehensiveness of exam questions and student input
in exam setup emphasizes the need for student involvement in the exam process.
8.
Critical Thinking Promotion (Q14)
:
•
Q14 and Q6
: A significant positive correlation (
𝑟𝑟
=0.144
r
=0.144,
𝑝𝑝
<0.01
p
<0.01) between critical thinking promotion and teachers' knowledge indicates
that knowledgeable teachers foster critical thinking.
•
Q14 and Q11
: A significant negative correlation (
𝑟𝑟
=−0.157
r
=
−0.157,
𝑝𝑝
<0.01
p
<0.01) suggests that there might be an inverse relationship between critical
thinking promotion and student input in exam setup, which may require further
investigation.
Overall, the analysis indicates that various factors, such as the relevance of
course content, teacher knowledge, classroom suitability, and the availability of
resources, significantly influence student satisfaction and the perceived quality of
education. Effective communication and student involvement in the exam process also
play crucial roles in the educational experience. Addressing these areas could enhance
the overall quality of higher education services.
The findings of this study provide significant insights into the evaluation of
student satisfaction in an academically and financially independent higher education
institution (HEI) such as Bukhara State University (BukhSU). By leveraging digital
economy tools, this research highlights the advantages and challenges associated with
utilizing digital technologies to enhance the evaluation process.
The integration of digital tools in assessing student satisfaction has several
implications for autonomous HEIs. First, digital tools enable more efficient and
comprehensive data collection and analysis. The ability to gather large volumes of data
quickly and accurately allows institutions to gain a deeper understanding of student
needs and preferences. This aligns with findings from Watson et al. (2010) and Johnson
et al. (2014), who emphasize the benefits of digital data collection in educational
settings.
Real-time feedback mechanisms facilitated by digital platforms allow for
immediate identification and resolution of issues. This continuous improvement cycle
is crucial for maintaining high levels of student satisfaction. Robinson and Hullinger
(2008) support this by noting the importance of real-time data in implementing timely
63
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
interventions. BukhSU can leverage these capabilities to promptly address student
concerns, thereby enhancing the overall educational experience.
CONCLUSION
This study aimed to evaluate student satisfaction and the quality of educational
services at Bukhara State University (BukhSU) following its transition to autonomy.
The survey, which included questions coded as Q1 to Q10, provided valuable insights
into various aspects of the educational experience at BukhSU.
The findings indicate that students generally express satisfaction with the
educational process, particularly emphasizing the relevance of course content and the
knowledge of their teachers. The availability of resources and classroom suitability
also play significant roles in shaping student perceptions of educational quality.
However, the correlation analysis revealed that these relationships, while statistically
significant, are moderate rather than strong. This suggests that multiple factors
influence student satisfaction and educational quality, highlighting the complexity of
the educational environment.
The transition to autonomy appears to have positively impacted BukhSU,
empowering the institution to innovate and better meet the needs of its students. The
autonomy model provides greater flexibility and accountability, which are crucial for
improving educational outcomes. The experiences of BukhSU can serve as a valuable
case study for other higher education institutions in Uzbekistan and the broader Central
Asian region undergoing similar transitions.
Despite the positive findings, there are areas that require further attention.
Ensuring consistent quality across all faculties and continuously improving resource
availability and classroom conditions are essential for maintaining high standards of
education. Additionally, addressing the challenges of funding, quality assurance, and
expanding access and equity will be critical for sustaining the benefits of autonomy.
Overall, this study underscores the importance of relevant course content,
knowledgeable teachers, suitable classrooms, and adequate resources in enhancing
student satisfaction at autonomous universities. The moderate correlations highlight
the need for a holistic approach to educational quality, taking into account the interplay
of various factors. As BukhSU continues to develop as an autonomous institution, it
can serve as a model for others, demonstrating the potential of autonomy to enhance
higher education quality in Uzbekistan and beyond.
REFERENCES
1.
O‘zbekiston Respublikasi Prezidentining Qarori “Davlat Oliy Ta’lim
muassasalarining akademik va tashkiliy-boshqaruv mustaqilligini ta’minlash bo‘yicha
qo‘shimcha chora-tadbirlar To‘g‘risida”. https://lex.uz/docs/-5793261
64
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
2.
O‘zbekiston Respublikasi Vazirlar Mahkamasining qarori “Moliyaviy
Mustaqillik Berilgan Davlat Oliy Ta’lim Muassasalarida Davlat Buyurtmasi (Davlat
Granti) Asosida Kadrlar Tayyorlash Uchun O‘zbekiston Respublikasi Davlat
Budjetidan Moliyalashtirish Tartibini Tasdiqlash To‘g‘risida”. https://lex.uz/en/docs/-
6137567
3.
O‘zbekiston Respublikasi Prezidentining Qarori “Davlat Oliy Ta’lim
Muassasalariga moliyaviy mustaqillik berish chora-tadbirlari to‘g‘risida”.
https://lex.uz/ru/docs/-5793251
4.
Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher
education: Tracking an academic revolution. UNESCO.
5.
Anderson, T. (2007). Reducing the loneliness of the distance learner using
social software. Open Learning, 22(3), 265-276.
6.
Bolliger, D. U., & Wasilik, O. (2009). Factors influencing faculty satisfaction
with online teaching and learning in higher education. Distance Education, 30(1), 103-
116.
7.
Brynjolfsson, E., & McAfee, A. (2014). The second machine age: Work,
progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.
8.
Dinev, T., & Hart, P. (2006). An extended privacy calculus model for e-
commerce transactions. Information Systems Research, 17(1), 61-80.
9.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). Horizon
report: 2014 higher education edition. The New Media Consortium.
10.
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on
college student engagement and grades. Journal of Computer Assisted Learning, 27(2),
119-132.
11.
Manyika, J., Chui, M., Brown, B., Bughin, J., Dobbs, R., Roxburgh, C., &
Hung Byers, A. (2011). Big data: The next frontier for innovation, competition, and
productivity. McKinsey Global Institute.
12.
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher
education: Student engagement in online learning. Journal of Education for Business,
84(2), 101-109.
13.
van Dijk, J. (2005). The deepening divide: Inequality in the information
society. Sage Publications.
14.
Watson, S., Nind, M., Humphris, D., & Borthwick, A. (2010). Strange new
world: Applying a Bourdieuian lens to understanding early student experiences in
higher education. British Journal of Sociology of Education, 31(5), 601-619.
15.
West, D. M., Bailey, A., & Eschenfelder, K. R. (2012). Internet governance:
The new frontier of global institutions. Routledge.
16.
Isroil o’g’li, Y. F. (2024). OLIY TA’LIM TIZIMIDA AKADEMIK
MUSTAQILLIK SAMARASIGA ERISHISHDA RAQOBATNING AHAMIYATI.
65
RAQAMLI IQTISODIYOT
“RAQAMLI IQTISODIYOT” ILMIY-ELEKTRON JURNALI | 7-SON
WWW.INFOCOM.UZ
SCIENTIFIC APPROACH TO THE MODERN EDUCATION SYSTEM, 2(21), 49-
51.
17.
Isroil o’g’li, Y. F. (2024). AKADEMIK MUSTAQILLIK–DEMOKRATIK
HAYOT VA SIFATLI TA’LIMNING ASOSIY SHARTI. SCIENTIFIC APPROACH
TO THE MODERN EDUCATION SYSTEM, 2(21), 46-48.
18.
Yuldashev, F. (2023). O'zbekistonda akademik mustaqillikni qoʻllab
-
quvvatlash: 2022-yilgi AFI tadqiqotidan olingan tushunchalar va ilmiy istiqbollar.
19.
Isroil o’g’li, Y. F. (2023). The Importance of the Teacher-Student Ratio in
Improving the Quality of the Educational Environment in Higher Educational
Institutions. Global Scientific Review, 13, 76-81.
Isroil o’g’li, Y. F. (2023). The Importance of the Teacher-Student Ratio in Improving
the Quality of the Educational Environment in Higher Educational Institutions. Global
Scientific Review, 13, 76-81.
