古尔扎·阿里·沙阿布哈里is currently working as an assistant professor at theDepartment of Science and Technical Education, Faculty of Education, University of Sindh,Jamshoro, Pakistan. His career in higher education began after he earned his PhD degree ineducation with specialization in higher education at Xiamen University, China in 2015. Beforeworking in higher education, he served as a principal of a private school for four years, thenworked as a senior teacher in the Federal Government Educational Institutions of Pakistanfor 12 years, where he remained principal for six months and also trained teachers as a mastertrainer. Similarly, he has worked as a chairperson of the Department of Education at theUniversity of Turbat, Pakistan for ten months and at Shah Abdul Latif University, ShikarpurCampus, Pakistan for six months.

Chapter One Introduction
1.1 Background of the Research
1.1.1 Focus on Accountability and Outcome-Based Performance Assessment
1.1.2 Student Satisfaction Survey as an Agenda for Quality Improvement
1.1.3 Need for Student Learning Satisfaction Studies in Pakistan
1.2 Education System in Pakistan
1.2.1 Undergraduate Education System
1.2.2 Classification of Undergraduate Institutions
1.3 Significance of the Research
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Research Design and Methods
1.4.1 Selection of Research Paradigm
1.4.2 Rationale for the Selection of Mixed-Method Research Paradigm
1.4.3 Theoretical Foundation: Astin's (1985) Student Involvement Theory
1.4.4 Proposed Conceptual Framework: Astin's (1991) I-E-O Model
1.4.5 Research Objectives, Questions, and Hypotheses
1.4.6 Operational Definitions of Core Concepts
1.4.7 Systematic Research Process of the Study
Chapter Two Literature Review Overview of the Chapter
2.1 Student Learning Satisfaction: Theoretical and Methodological Background
2.1.1 Concept of Student Learning Satisfaction
2.1.2 Approaches to the Study of Student Learning Satisfaction
2.1.3 Theoretical Background of Customer-OrientedApproach
2.1.4 Methodological Background of Customer-Oriented Approach
2.1.5 Customer-OrientedTheoretical Models: A Comparison
2.1.6 Theoretical Background of Product-OrientedApproach
2.1.7 Methodological Background of Product-Oriented Approach
2.1.8 Product-Oriented Theoretical Models: A Comparison
2.1.9 Customer-Oriented Versus Product-Oriented Approach: A Comparison
2.1.10 Other Theories Related to the Study of Student Learning Satisfaction
2.2 Measurement Tools and Their Validity and Reliability
2.2.1 Assessment Tools to the Study of Student Learning Satisfaction
2.2.2 Validity and Reliability of Previous Survey Instruments
2.3 Key Factors Related to Student Learning Satisfaction
2.3.1 Student Personal Characteristics
2.3.2 Institutional Characteristics
2.3.3 Student Experiences with University Environment
2.3.4 Student Involvement
2.3.5 Student Self-Reported Learning Gains
Summary of the Chapter
Chapter Three Data Sources and Descriptive Analysis Overview of the Chapter
3.1 Instrument Development and Data Sources
3.1.1 Questionnaire
3.1.2 Data Sources
3.2 Factor Analysis
3.2.1 Method of Factor Analysis
3.2.2 Results of Factor Analysis for Student Learning Satisfaction
3.2.3 Results of Factor Analysis for Student Self-Reported Learning Gains
3.2.4 Results of Factor Analysis for Student Involvement
3.3 Validity and Reliability Analysis
3.3.1 Methods for Validity and Reliability Ana|ysis
3.3.2 Results of ReliahilityAnalysis
3.4 Descriptive Analysis
3.4.1 General Features of Student Overall Learning Satisfaction
3.4.2 Internal Structure of Student Learning Satisfaction
3.4.3 General Features of Student Involvement
3.4.4 General Features of Student Self-Reported Learning Gains
Summary of the Chapter
Chapter Four Analysis of Variance
4.1 Analysis of Variance on Overall Learning Satisfaction
4.1.1 Analysis of Variance on Student Backgrounds and Overall Leaming Satisfaction
4.1.2 Analysis of Variance on Institutional Characteristics and Overall Learning Satisfaction
4.1.3 Summary of the Section
4.2 Analysis of Variance on Student Involvement
4.2.1 Analysis of Variance on Student Backgrounds and Student Involvement
4.2.2 Analysis of Variance on Institutional Characteristics and Student Involvement
4.3 Analysis of Variance on Student Self-Reported Learning Gains
4.3.1 Analysis of Variance on Student Backgrounds and Student Self-Reported Learning Gains
4.3.2 Analysis of Variance on Institutional Character

古尔扎·阿里·沙阿布哈里著的《巴基斯坦大学生学习满意度实证研究(英文版)/国家大学生学情调查研究》系“国家大学生学情调查研究丛书”中一种。本书通过实证研究的方法调查巴基斯坦高等教育机构中学习满意情况，并对巴基斯坦高等教育中存在的关键问题提供了解决办法，对我国高校发展建设也有相当的借鉴意义。