Dose the University Built Environment Matter for Students' Quality of Academic Life: A Case Study of Female Students in a Saudi University

Abstract

In recent years there has been increased concern over the quality of life (QOL) of individuals in many countries and cultures globally, including the Arab countries, specifically, Saudi Arabia (SA). SA has recently begun to improve the QOL of its population. One of the programs in the country’s 2030 vision focuses on this concept is called Quality of Life 2020. Youth represent the largest proportion of the population in SA. The age group of between15 and 64 years old, for example, represents about 65.4% of the total population in SA. Furthermore, Saudi Arabian women are an important part of the sustainable development of the country, and their empowerment is vital in SA’s 2030 vision. The quality of academic life (QOAL) is one dimension of an individual's general QOL, and it is specialized for academic institutions and can be an indicator of students' future professional life. University education is one of the educational stages that may affect the students' perception of themselves and their ability to feel independent and satisfied in meeting their needs; this means education impacts the quality of their lives, such as their willingness to join a job or have a family. Their satisfaction with achieving their personal and objective goals may affect their motivation for achievement and the quality of their academic performance. While many studies have investigated the concept of QOL in Western populations, including the QOAL of students in educational settings, this area of research is still in its infancy in SA. More specifically, the research on the QOAL in SA needs more attention from academics and researchers specializing in various fields. Many Western studies, for example, have examined the influence of the built environment on the QOAL and the overall perception of students' university experiences. However, none have been conducted on Saudi Arabian student populations. Thus, this study has two main objectives. The primary objective is to measure the level of the QOAL in a sample of Saudi Arabian female students. The secondary objective of the study is to examine the personal constructs (individual meanings) of the students regarding the indoor and outdoor design aspects of the university’s built environment and how it, positively or negatively, affects their QOAL. The population of this study is female undergraduate students in the Department of Psychology, Faculty of Arts and Humanities at King Abdulaziz University (KAU) in SA. A total of 129 third- and fourth-year psychology students participated in the study. The study employs a mixed methods design and includes both qualitative and quantitative data within the theoretical framework of Personal Construct Psychology. The quantitative data were collected through the use of a short demographic questionnaire and the Arabic version of the QOAL. This 50-item scale consisted of four dimensions: 1) academic self-management, 2) academic self-efficacy, 3) academic affiliation, and 4) academic communication. The qualitative data, on the other hand, were obtained using rebuilt (adapted) form of the Repertory Grid Technique, which was used as an alternative instrument to the traditional questionnaire for evaluating the criteria of the built environment of the female section of KAU university from the students’ point of view. While quantitative data were analyzed using R software for descriptive and reliability and factor analyses, the analysis of qualitative data was conducted using thematic analysis. The study’s results revealed that the themes surrounding the university-built environment (e.g., the incoherent muddle of buildings, lighting, temperature, and colours of classrooms, and streets and paths) have a slightly moderate negative impact on the students' QOAL. The study suggests that the female students deserve attention on aspects of their QOAL, especially in improving the sufficient and adequate aesthetic, physical, and functional qualities of the indoor built environment. Findings of this study can be used to design an environment to support successful undergraduate student learning outcomes.