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This paper discusses identified factors that link to tertiary level students’ satisfaction of their educational experiences at Tabor – a small private tertiary education provider in South Australia. It focuses on the educational experiences, particularly overall satisfaction, of Tabor Faculty of Education students who participated in the Australasian Survey of Student Engagement (AUSSE) conducted by the Australian Council for Educational Research (ACER) in 2010, 2012 and 2013. In all three years of participation, Tabor ranked number one in the nation, especially in the area of overall student satisfaction. Using the AUSSE datasets for Tabor Faculty of Education collected using the Student Engagement Questionnaire (SEQ), a single level path analysis was undertaken to identify the factors that appear to link (either directly or indirectly) to overall student satisfaction. Factors including supportive learning environment, career readiness, academic challenge, and work integrated learning have been found to have significant influence on why students feel satisfied towards their educational experiences in the Faculty of Education at Tabor. The interactions between these factors, in addition to the aspects of active learning, enriching educational experiences, and student and staff interactions, and their implication to student retention and quality outcomes are discussed. Implications to university leadership and administration are also provided.

Key Factors that Could Influence Tertiary Students’ Overall Satisfaction of Their Educational Experience: What University Leaders and Administrators Should Consider