The aim of this paper is to identify the most and least satisfied student groups at the UG PGT and PGR levels by isolating metrics that are sensitive to either faculty or institutional level fluctuations. Differences in professional and career development skills development and intellectual climate are statistically significant at the Faculty level while staff quality teaching and learning resources are statistically significant for domicile and dissertation support and organization is statistically significant for gender. Qualitative analysis reinforces these findings and attributes these to recent changes in support structures and resources at the University and differing expectations of students. Triangulating analysis from PTES PRES and NSS can be helpful in enhancing the experience of all students.
