publisher
Understanding student satisfaction in performing arts education: a grounded theory study of undergraduate musical theatre education in China
- Source
- Frontiers in Education
- Published
- Last verified
- 15 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Operations & Delivery, People & Capability, Technology & Data
Executive summary
What happened, and why should leadership care?
This research initiative aims to address a gap in understanding student satisfaction within practice-intensive performing arts higher education, specifically focusing on undergraduate musical theatre education in China. While student satisfaction is a key indicator of educational quality, existing models are primarily based on general higher education contexts and do not adequately explain its formation in specialized fields requiring embodied training, skill integration, and performance practice.
Why this matters
Why is this strategically important?
Understanding how student satisfaction is formed in highly specialized and practice-intensive educational programs is crucial for enhancing educational quality and program design. This insight enables institutions to develop targeted strategies that improve student engagement, retention, and overall program effectiveness in unique disciplinary contexts.
Key insights
What should be noted from the evidence?
- The study aims to explore the formation of student satisfaction in undergraduate musical theatre education.
- A primary objective is to develop a process-oriented model explaining the underlying mechanisms of student satisfaction in this context.
- The research highlights that current student satisfaction models are largely derived from general higher education settings.
- Undergraduate musical theatre education serves as a valuable case study due to its unique combination of embodied training, cross-skill integration, rehearsal, and stage performance.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication