Does teaching qualification matter in higher education in the UK? An analysis of National Student Survey data

Abstract

This article investigates the relationship between the teaching quality and student satisfaction in higher education institutions in the United Kingdom (UK). 121 universities were randomly selected for this data article. The findings reveal that a higher percentage of Higher Education Academy (HEA) qualification among universities’ staff is positively associated with higher ratings of student satisfaction. Non-Russell Group universities have a greater proportion of HEA qualified teachers than do Russell Group universities. Of the 10 highest-ranking universities for student satisfaction, only two are Russell Group Universities (Newcastle University and University of Oxford). The findings may inform policy implications. • Little research has focused on the relationship between teaching qualification and student satisfaction. This article adds value by identifying an association between teaching qualifications and student satisfaction in UK higher education institutions. • The validity of the data was assured through its collection from various sources, including a survey questionnaire from the National Student Survey (NSS), The Russell Group (UK), The Higher Education Academy (HEA), and Higher Education Funding Council for England (Hefce), UK. • The data can be used by the scientific community to understand the prevalence of teaching qualification in higher education, and factors associated with student satisfaction in the UK. The data can also be useful for higher education policymakers in the UK. The data could be applied to exploring differences in student perceptions of teaching quality (e.g. between local and international students, or students of different genders). Method name: Survey Questionnaire, Teaching Qualification Data, Keywords: Higher Education Academy (HEA), Student satisfaction, National Student Survey (NSS), Russell Group, United Kingdom