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Service quality ideals in a competitive tertiary environment

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Abstract

Drawing on the experience of an Engineering School in Singapore, the paper explores the success factors of service quality in higher education by integrating the characteristics of SERVQUAL (an instrument for assessing students’ experience of higher education) and SQA (Singapore Quality Award). Data were collected by means of structured interviewing from a variety of faculty within the School. Customer orientation, quality course design and delivery as well as support services were found to have a direct impact on the total experience of students. The study reinforces the emerging educational paradigms that seek to challenge norms and assumptions, gearing educators to do the right things rather than doing things right.

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... Cabana, Cortés, Aguilera y Vargas (2018) indican que la satisfacción proveniente de los procesos de enseñanza incide en la identificación con la institución. Yeo (2009) afirma que, en el ámbito universitario, la satisfacción se relaciona con lo que ocurre en el aula y con la atención que se brinda al estudiante. Para González-Peiteado, Pino-Juste y Penado-Abilleira (2017), analizar la satisfacción académica es un buen camino para comprender si las expectativas del estudiante fueron atendidas por el docente. ...
... Las estrategias neurodidácticas proponen responder al interés del estudiantado, considerar sus características cognitivas y afectivas, establecer vínculos socio-emocionales y, como afirma Paniagua (2013), brindar una experiencia de aprendizaje novedosa e interesante. Este resultado coincide con la individualización de las estrategias para el aprendizaje (Tessema et al., 2012), la calidad y rol del docente (Annamdevula y Bellamkonda, 2016) y el proceso educativo dentro del aula (Yeo, 2009). Asimismo, si se toman en cuenta los estilos de aprendizaje al preparar las clases (Di Gesú y Seminara, 2012) es posible crear un ambiente adecuado para satisfacer las exigencias académicas de los estudiantes. ...
... A esto se suma que ninguno es docente de carrera, son profesionales de diversas áreas del conocimiento y no conocen, necesariamente, el manejo didáctico de los distintos tipos de estrategias. Como la satisfacción se relaciona con lo que ocurre en el aula (Yeo, 2009), el conocimiento sobre el funcionamiento del cerebro, el rol que cumplen las emociones en el aprendizaje y la predisposición al cambio son aspectos que deberían considerarse en el perfil del docente universitario del siglo XXI. Como se dijo anteriormente, es necesario que los procesos de capacitación e inducción a docentes universitarios se enfoquen en desarrollar habilidades didácticas para promover el aprendizaje activo, significativo y, sobre todo, un aprendizaje basado en las emociones. ...
Article
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En los últimos años la didáctica universitaria se está adaptando a los estilos de aprendizaje de los estudiantes y la neurociencia se ha convertido en una disciplina que aporta gran cantidad de información sobre el funcionamiento del cerebro, sus implicancias en la construcción del conocimiento y la importancia de considerar los aspectos cognitivos, afectivos y sociales inmersos en el proceso de aprendizaje. El propósito principal de la investigación fue conocer la relación que existe entre las estrategias neurodidácticas del docente con la satisfacción y el rendimiento académico en los estudiantes de una universidad de Lima, Perú. El estudio fue cuantitativo, correlacional, transversal y con una muestra de 311 estudiantes de los dos primeros años de formación universitaria. Los resultados indican que las estrategias neurodidácticas se correlacionan positivamente con la satisfacción y el rendimiento académico (.72 y .51 respectivamente). Asimismo, se presentó una relación moderada entre la satisfacción y el rendimiento académico (.45). En cuanto a los tipos de estrategias neurodidácticas se ha encontrado que los docentes evaluados usan con mayor frecuencia las estrategias metodológicas. Sin embargo se ha observado que las estrategias socioemocionales presentan un coeficiente de correlación más alto con la satisfacción (.63), en comparación con otros tipos de estrategias.
... Zeithaml et al. (1990) developed the SERVQUAL scale in order to assess the service quality level of an organization and to determine its strengths and weaknesses. These five service quality dimensions, in terms of higher education, are explained as follows (Yeo, 2009): ...
... For example, Yeo (2009) investigated the service quality in higher education by focusing on an engineering faculty in Singapore. Customer orientation, course design/delivery and support services were found as the most important factors for its students. ...
Article
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As the world suffers from the Covid-19 pandemic for more than a year, a new way of life has begun for people in their professional as well as private lives. Therefore, previous methods, habits or procedures during the pandemic may no longer be valid. Education, being one of the most affected sectors during this period, together with its broad related environment have been significantly impacted. In this context, the present study focused on higher education. Thus, the aim of this study was to assess the different teaching methods after the Covid-19 pandemic period from the point of view of lecturers working in the health services department of a state university in Turkey. Accordingly, two hierarchical models: service quality and experience based were developed and the opinions of lecturers were obtained using one of the multi criteria decision-making (MCDM) methods, namely the Analytic Hierarchy Process (AHP). Face-to-face was found to be the optimum teaching method for both the models while the rest of the teaching alternatives were ranked separately in order of importance for these two models. Moreover, criteria were prioritized for the first and the second models, respectively. Limitations of the study including future research directions were identified.
... Nevertheless, emphasis should be placed on measuring the service quality of higher education perceived by students, as they are the primary customers and active stakeholders in the development of their education service quality. Yeo (2009) emphasises that the higher education sector must be based on quality management to remain competitive. It has been observed that due to the development of internationalisation and globalisation principles, there is stronger international competitiveness among HEIs (Yeo, 2009). ...
... Yeo (2009) emphasises that the higher education sector must be based on quality management to remain competitive. It has been observed that due to the development of internationalisation and globalisation principles, there is stronger international competitiveness among HEIs (Yeo, 2009). The most commonly used instruments for measuring service quality are SERVQUAL, SERVPERF and HEdPERF scales. ...
Article
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Purpose: Development opportunities of higher education institutions (HEI) arising from international activities are constantly evolving, increasing at the same time their complexity. Consequently, numerous activities have been created to connect different higher education institutions across Europe, where the biggest challenge of internationalisation today is the European Universities Initiative. In that context, it is important to measure whether the European Union initiative created better resilience to the COVID-19 pandemic. Methodology: Empirical analysis was conducted that included international students who studied at UNIST for one semester during the pandemic. The following descriptive statistics methods were used for data analysis: percentages, mean, frequency distribution, the standard deviation correlation method, as well as the independent-samples t-test and the correlation method. Results: The results show that from the perspective of international students, there is a positive relationship between perceived service quality and internationalisation during the COVID-19 pandemic period. A case study was presented on the internationalisation of the University of Split as one of the first universities that joined the European Universities Initiative. Conclusion: Internationalisation is one of the keys to success if the perceived quality of higher education can be considered as a key to student satisfaction.
... This conclusion is reinforced by the perception of high impact of co-creation projects in skills development. Previous studies about co-creation projects also report high levels of satisfaction (Ribes-Giner, Perello-Marín, & Díaz, 2016) and skills development (Yeo, 2009). One study developed in Indonesia concluded that co-creation is related to a stronger attachment of students to HEI and higher value of student experience, and that even if cocreation does not directly affect student satisfaction, it does indirectly as it affects experience value (Gunarto, & Hurriyati, 2020). ...
... Students' satisfaction and skills development, as pointed out by Yeo (2009) seem to be higher in co-creation activities, hands-on, multidisciplinary and collaborative projects (Al-Sheeb, Hamouda, & Abdella, 2018), when compared with traditional teaching (Kastolani, Arenggoasih, Indah, & Susilayati, 2020). All skills development variables are highly scored, but the highest scoring was given to the development of skills to work in multidisciplinary teams. ...
Conference Paper
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On the wings of New Public Management (NPM) and the Bologna Process, Higher Education Institutions (HEI) needed to innovate towards market orientation, both students demanding and social relevance. One way to achieve these objectives is through co-creation processes, involving students and partners outside as companies and public institutions. The purpose of this paper is to assess the satisfaction of Instituto Politécnico de Bragança (IPB) students who actively participated in a co-creation process called Demola, which aims the pedagogical innovation and strengthening the link with and the community. Quantitative data was collected through an online survey that included questions about students' perception on the impact of the co-creation process Demola. The population is 250 students who participated in eight batches in the last four years, working in 44 co-creation cases or challenges. 87 students answered the questionnaire, corresponding to 34,8% of the sample. Main results and conclusions suggested high levels of satisfaction among IPB students’ and are perceived as having very positive impact in skills’ development.
... Globalization and increased liberalization of the labor market have also provided opportunities to the students to evaluate the service quality of educational institutes besides the number of programs. Yeo (2009) mentions that, on the side of the educational institution, service quality can form a baseline for adaptation to globalization. However, as the number and types of programs are similar among the higher education institutes, globally or locally, the institutes have to work on the marketing of differentiating factor and building of its image. ...
... Buttle (1994) mentions that the SERVQUAL tool provides a platform for the assessment of quality in different dimensions, with a simple scaled analysis, and with a standard procedure. Several authors have used SERQUAL for assessing higher education service quality (Yeo, 2009;Calvo-Porral et al., 2013;Cuthbert, 1996;Enayati et al., 2013;Shaari, 2014;Vaz and Mansori, 2013). Smith et al. (2007) use the SERVQUAL method for the evaluation of service quality in higher education. ...
Article
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Purpose–The coronavirus (COVID-19) pandemic led education institutions to move all face-to-face (F2F) courses online. The situation is unique in that teachers and students can make a direct comparison of their courses before (F2F) and after COVID-19 (online). This study aims to analyze teachers’ viewpoints for this unprecedented change. Design/methodology/approach –The study followed a mixed-method approach within an ex post facto survey research design. Research tools were distributed among 200 Indian secondary school teachers following a heterogeneous purposive sampling technique. As the study was conducted during the pandemic backdrop researchers used Google forms and telephonic interviews to collect data. Findings –Teachers viewed positively to this shift from F2F to online teaching-learning (OTL). They were found to have an overall moderate level of online teaching efficacy and where good efficacy prevails there found minimal concern for infrastructure, an attitude showing least concern for “what is not” and more concerned with “what they can do with what is having.” A statistically significant effect of teacher efficacy was found on their perception of OTL infrastructure that supports this strong conviction among few teachers. Statistical analysis revealed for every 1 standard unit increase in self-efficacy, the perceived OTL infrastructure was to be increased by 0.997 standard units which support the strong correlation between the two chosen cognitive variables (r = 0.8). Besides, teachers were not found as a homogeneous group concerning their reported readiness for online teaching yet, different subgroups of teachers exist which may require different approaches for support and counseling. Originality/value –The paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. An exclusive analysis of teachers’ views of their efficacy and perceived OTL infrastructure. At the same time, path-breaking in analyzing the chemistry between the two variables which will help improving apposite culture, practice and understanding of the digital pedagogy securing quality OTL in the long run. Keywords: OTL,Teacher efficacy, Perceived OTL infrastructure, ICT, School teachers, India Paper type Research paper
... Globalization and increased liberalization of the labor market have also provided opportunities to the students to evaluate the service quality of educational institutes besides the number of programs. Yeo (2009) mentions that, on the side of the educational institution, service quality can form a baseline for adaptation to globalization. However, as the number and types of programs are similar among the higher education institutes, globally or locally, the institutes have to work on the marketing of differentiating factor and building of its image. ...
... Buttle (1994) mentions that the SERVQUAL tool provides a platform for the assessment of quality in different dimensions, with a simple scaled analysis, and with a standard procedure. Several authors have used SERQUAL for assessing higher education service quality (Yeo, 2009;Calvo-Porral et al., 2013;Cuthbert, 1996;Enayati et al., 2013;Shaari, 2014;Vaz and Mansori, 2013). Smith et al. (2007) use the SERVQUAL method for the evaluation of service quality in higher education. ...
Article
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Purpose The purpose of this paper is to investigate and report students’ perception of service quality in a university by examining the perceptual context of service quality with respect to students’ loyalty behavior, image of the university and culture/values. Design/methodology/approach A research framework is developed for quality assessment with three hypotheses. A questionnaire with 65 instruments was used for gathering the required data for the analysis. The questionnaire was sent through email to all engineering students. The analysis included descriptive statistics, reliability analysis, gap analysis and hypotheses tests. Seven dimensions of service quality were identified: the original dimensions of the SERVQUAL, namely, reliability, responsiveness, assurance, empathy and tangibles. Two additional dimensions image and culture/value were added for the research to understand perceived service quality and loyalty. Findings The results provide a significant positive correlation between service quality and student's loyalty. It also shows that there is statistically significant relation between the image of the institution and the perceived service quality, and culture/values of the students in the institution and perceived service quality. Research limitations/implications This study used data collected from a survey in the university in a given period. Practical implications The findings indicate that to provide quality education, meeting students’ needs, wants and expectations of services quality should be carefully understood and addressed. Management also needs to consider factors such as corporate image and culture/value, as they have the ability to heavily impact the type of services provided by the institution. Originality/value The findings presented in this paper fill the gap in the current literature by providing empirical knowledge on the quality of service assessment and customer satisfaction in the higher education context. The study is the first of its kind in Qatar’s context and provides opportunities for higher institutions to focus more on current students’ services. This can lead to an increased brand value representing one of the premier institutes of higher education in the Middle East Gulf Region.
... Student experience in higher education is traditionally perceived as a complex construct formed of a set of academic experiences, administrative support and university facilities (see SERVQUAL (Oliveira & Ferreira, 2009;Yeo, 2009) and HEdPERF (Abdullah, 2005;Sultan & Yin Wong, 2013)). In addition to that, Chavan et al. (2014) identified that joint activities between students (cocreation) and social benefits, such as friendship, recognition and shared experiences, have an impact on international student experiences and their perceptions of the quality of education. ...
... The quantitative instruments measuring internationalisation and its influence on the quality of higher education are claimed to be insufficient (Knight, 2011;Hudzik & Stohl, 2009). For example, measurement scales for evaluating higher education as a service, such as SERVQUAL (Oliveira & Ferreira, 2009;Yeo, 2009) and the performance-based service quality model (HEdPERF) (Abdullah, 2005;Sultan & Yin Wong, 2013) lack dimensions on internationalisation. ...
Article
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This paper addresses the university campus environment for international interaction and communication by studying self-evaluation of local and international students. The research aims to determine which factors of the formal and informal learning environment as well as social interaction outside university influence students’ quality perceptions of opportunities for international interaction and communication at university and how these factors affect student evaluations. The study developed and tested a measurement scale to assess the quality of international interaction and communication opportunities in higher education. The research is based on a quantitative survey of 200 students mainly from Nordic countries and Russia, and represent both domestic and international student perspectives. Item-by-item, factor and multiple regression methods were used for data analysis. Multicultural interaction and local community engagement are important driving factors of student quality evaluation of international interaction and communication. Multicultural interaction and worldview perspectives exchanges in class and ease of making friends with local students and international students had significant impact on quality perception of international interaction and communication for both international and local students. In order to improve students’ opportunities for international interaction and communication, universities should provide their students with regular opportunities to interact with one another during social campus events, clubs, and committees as well as extracurricular multicultural events organised by stakeholders.
... The fundamental idea behind the concept of students as consumers is to acknowledge that students are active participants in the process of constructing knowledge. Students derive value from higher education by engaging in participatory and experiential learning (Yeo, 2009). By adopting a customer-centric approach, HEIs may facilitate a deeper understanding of students' requirements and earn their admiration. ...
Article
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In this study, the author examined the impact of student leadership practices (SLP) on student loyalty (SL) in public universities in Guangxi. The survey included students from various academic levels, spanning from freshmen to seniors, who were enrolled in 10 public universities located in Nanning, Guangxi. The SmartPLS software was used to perform structural equation modeling analysis. The data were analyzed using a partial least squares structural equation model to explore the relationships between self-efficacy (SE), individualism (IND), collectivism (COL), and affective commitment (AC) variables. The results suggest that the significance of SLP to SL is influenced by SE, COL, IND, and AC. This finding suggests that COL in China has a substantial influence on students’ positive behavior, whereas IND has a favorable impact on students’ conduct. Moreover, it is important to highlight that SE does not directly influence SL; it indirectly impacts SL through AC. This study emphasizes the importance of academic collaboration in the setting of higher education institutions.
... It is likely for quality to be perceived differently by different points of view and is therefore considered to be subjective (Harvey & Green, 1993). Furthermore, "quality" exhibits properties that are both tangible (e.g., class materials) and intangible (e.g., student affairs) (Yeo, 2009). ...
Article
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Maintaining quality throughout all stages of higher education and its constituents is crucial for cultivating a quality labor force. The purpose of this study is to identify the perceptions of pre-service teachers regarding the quality of higher education. This study aims to achieve this goal through qualitative methodologies. The data was gathered via an interview questionnaire developed by the researcher. The study group consists of volunteers enrolled in departments of elementary education from two public universities made up of 47 female and 13 male candidates, for a total of 60 pre-service teachers. A semi-structured interview questionnaire developed by the researcher was used for the collection of data. For data analysis, thematic content analysis was employed. It was found in the study that the facilities, the equipment provided by the institutions, and the amenities present in the surrounding areas were deemed insufficient by the pre-service teachers in both universities. Furthermore, they remarked that their interests, requests, complaints, and needs were being neglected, while also expressing views affirming the qualities of the academic and administrative staff in their respective institutions. Taking into consideration the perspectives from both universities, the factors of transportation, the natural environment, attitudes of local people towards the students, security, social services, sports amenities, food, and accommodations were observed to be variable in terms of the viewpoints of pre-service teachers. Similarly, the perceptions of pre-service teachers concerning guidance and counseling services, views towards course materials and their practical applications, systems of examination, and university awards and honors have also shown differences between the two institutions.
... Many studies in the literature found SERVQUAL to be the most commonly used and superior tool for assessing the service quality as these scales reflects customers' opinion of the service (Calvo-Porral et al., 2013;Cuthbert, 1996a;Enayati et al., 2013;Smith et al., 2007;Yeo, 2009). ...
Book
Conversations, debates, and policies toward higher education remain in an uncritical mode of normality on issues such as inclusion, exclusion, and equity. In addition, the onset of the COVID-19 pandemic has starkly highlighted the fragility of the higher education system and has raised salient questions related to inclusivity and quality in all aspects. The book fills a gap in the existing literature by introducing current practices and procedures in the face of the new normal as they affect the higher education sector. The book also addresses the various issues of current interest in the higher education sector relative to teaching and learning, student support, staff development, curriculum development, educational technologies, learning design models, and resource allocation. Covering key topics such as student engagement, assessment practices, and academic development, this premier reference source is ideal for administrators, researchers, scholars, academicians, practitioners, instructors, and students.
... Estos hallazgos resaltan la importancia de trabajar y establecer estrategias para incrementar la satisfacción académica e impactar en el compromiso de los estudiantes, ya que es necesario que los centros educativos conozcan el nivel de satisfacción de los estudiantes, dado que la enseñanza va más allá de lo que ocurre al interior de las clases (Yeo, 2009). Los expertos educativos afirman que conocer esta variable es importante porque puede incidir directamente en las tasas de abandono, y proporciona información relevante para el mejoramiento de las prácticas docentes. ...
... In addition to the individual motivation resource and the university-level service-oriented resources (both structure and infrastructure), the future research should incorporate another type of resource which is innovation. A qualitative research by Yeo (2009) has revealed that innovativeness of tertiary education can help drive the creative expansion of curricula by exploring and exploiting the intellectual resources as well as partnerships available in the markets.In the incorporation of innovative resource as a theme of RBV (Resource-based View) it is important resources do exhibit and possess the characteristics of valuation, rarity, imperfectly imitation, organized exploitation and non-substitutability of resources and capabilities in order to make sustainable competitive advantage a reality. ...
Article
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This research attempts to study the mechanisms that drive university student satisfaction from a merging market-oriented and resource-based perspective, which has not been considered in the extant literature. In other words, how the students perceive the outcome of their education and the university in which the education is being pursued and how these perceptions influence the level of their satisfaction would be explored and explained.
... In addition to the individual motivation resource and the university-level service-oriented resources (both structure and infrastructure), the future research should incorporate another type of resource which is innovation. A qualitative research by Yeo (2009) has revealed that innovativeness of tertiary education can help drive the creative expansion of curricula by exploring and exploiting the intellectual resources as well as partnerships available in the markets.In the incorporation of innovative resource as a theme of RBV (Resource-based View) it is important resources do exhibit and possess the characteristics of valuation, rarity, imperfectly imitation, organized exploitation and non-substitutability of resources and capabilities in order to make sustainable competitive advantage a reality. ...
... In addition to the individual motivation resource and the university-level service-oriented resources (both structure and infrastructure), the future research should incorporate another type of resource which is innovation. A qualitative research by Yeo (2009) has revealed that innovativeness of tertiary education can help drive the creative expansion of curricula by exploring and exploiting the intellectual resources as well as partnerships available in the markets.In the incorporation of innovative resource as a theme of RBV (Resource-based View) it is important resources do exhibit and possess the characteristics of valuation, rarity, imperfectly imitation, organized exploitation and non-substitutability of resources and capabilities in order to make sustainable competitive advantage a reality. ...
Article
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This research is driven to determine the influential factors of service quality which define the overall student satisfaction perceived by a case of students from Mae Fah Luang University. This research proposes a SERVQUAL model to measure the five dimensions while adapting the survey instruments to fit in an educational construct. A quantitative survey method was used to gather students’ perception of service quality, analyse the numerical data, and apply the outcome as an approach to assess the educational quality of the university to address strategic needs which will drive overall student satisfaction.
... Through interaction, students take on more responsibilities and it is easier for the teacher to control them. At the same time, learning flexibility and programme customisation are enhanced (Bowden & Alessandro, 2011), and by allowing co-creation of knowledge, students can also improve their knowledge and skills (Yeo, 2009). Nystrand and Gamoran (1991) support that value co-creation has a positive impact on students' performance and is therefore essential for their satisfaction. ...
Article
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Education has an essential place and influence on the future and current economy and society in general. Understanding the mechanisms of value co-creation in the education environment is therefore of paramount importance for improving the quality of educational services. Value co-creation focuses on the interaction with the learner with the aim of better academic performance and students’ satisfaction. This paper presents areas in which value co-creation is applied in higher education institutions and the results of its implementation, both for universities and students. Value co-creation promotes and enhances the interaction between educational institutions and students and seems to have a positive impact not only on academic performance, but also on students’ satisfaction and engagement levels. The process of value co-creation allows educational units and students to work together to optimise their experience and enhance their ability to actively participate in the educational process.
... This statement currently remains valid in the higher education sector with an even more significance. students' satisfaction on education services provided by higher education institutions (HEIs) has been a focus of various studies for the last few decades (Jurkowitsch et al. 2006;Lounsbury et al. 2015;Nguyen et al. 2020;Postema and Markham 2018;Tan and Kek 2014;Yeo 2009;Zineldin 2017). ...
Article
Lecturer professional development (LPD) plays an important part in promoting student achievement and education quality improvement. At Ha Tinh Univerisity (HTU), Vietnam, the CDIO - based curriculum has been implemented since 2016 in different study programs. In order to make it succeed, LPD is considered a key measure. This qualitative case-study research aims to investigate the perceptions of HTU managers and the lecturers on LPD related to the CDIO based curriculum implementation using the data from the interviews, questionnaires and the documents. Significance of LPD related closely to the CDIO-based curriculum implementation is highly appreciated by HTU managers and lecturers.
... Co-creation of knowledge can enhance student knowledge and skills (Fagerstrøm & Ghinea, 2013;Ribes-Giner et al., 2016;Yeo, 2009). According to Celuch et al. (2018), students engaged in co-creation are provided with opportunities to work with a professional team, to evaluate their level of skills (Seale et al., 2015), and trust that their opinions are respected and valued (Cook-Sather et al., 2018), such as to creativity, presentation skills, critical thinking and problem-solving skills, and teamwork (Celuch et al., 2018). ...
Article
As competition for student enrollment and funding among universities increases, higher education institutions (HEI) need to critically endeavor to implement and offer high quality service experiences. Drawing on current literature on student co-creation, this paper aims at presenting a systematic review of the literature on co-creation strategies in higher education (HE) in order to map extant research on this topic and offer a consolidated view of how co-creation may contribute to creating mutual value for institutions and students. The findings of our review include a descriptive analysis of the body of papers and a thematic analysis structured under three themes; (1) co-creation strategies that can be used by HEI; (2) Co-creation barriers and benefits for HEIs; and (3) Co-creation barriers and benefits for students. We identify an exhaustive inventory of the strategies, barriers and benefits studied in extant literature. Finally, directions for further studies are identified.
... In addition to the establishment of the Office for Students (OfS) in 2018, its purpose is to ensure that every student has a fulfilling higher education experience that enriches their lives and future career (OfS, 2021). The BIS placed greater power in the hands of 'student-consumers' (Yeo, 2009;Stensaker and Harvey, 2013). As students are now widely regarded as 'customers' and market principles have encroached on the HE sector, student satisfaction measures have been introduced to ensure value for money for students (Rolfe, 2002). ...
Article
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The primary purpose of this study is to provide a conceptual framework for „student satisfaction‟ in order to understand and conceptualise the key aspects of the term. Satisfaction is a vague construct, and there is currently a lack of consensus on how best to conceptualise the term, which leads to a lack of consensual definitions of customer satisfaction and, ultimately, student satisfaction. Student satisfaction is relatively more complex than customer satisfaction in that dynamic and subjective expectations, which could significantly contribute to student satisfaction, are difficult to capture objectively. Studies have shown that higher education institutions are becoming more aware of the importance of student satisfaction, and a market-oriented and customer-oriented approach is required to manage service quality, the principal determinant of student satisfaction. Yet, with a lack of consensus on its determinants, it is difficult for researchers to develop a valid measure of student satisfaction. Therefore, the study's primary objective is to review how the concept of student satisfaction is applied in the existing academic literature in an attempt to contribute to a more robust and informed body of work. Accordingly, the authors have conducted a systematic literature review to critically examine the most relevant, authentic and recent studies that address the primary research questions; namely, what is student satisfaction, and what are the contemporary ways of comprehending and defining the term? Our systematic review approach answers the research questions by collecting and summarising all the available empirical evidence that fits the authors‟ pre-specified eligibility criteria (inclusion and exclusion) of student satisfaction and how it has been defined within the last five decades. However, there is currently no consensus on the conceptualisation of student satisfaction, primarily because of the difficulty of incorporating dynamic and complex student satisfaction determinants in higher educational settings into a single definition. However, we have attempted to conceptualise the construct. Key Words: “Satisfaction”, Customer Satisfaction”, “Student Satisfaction”, “Service Industry”, “Higher Education”
... Service quality is essential in promoting competitive advantage for the HE sector (Yeo, 2009;Douglas et al., 2007). The review on research trends in quality management of HEIs by Tari & Dick (2015) successfully identified similarities between HEIs and the private sector. ...
Article
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The higher education (HE) landscape has been undergoing significant changes over the last decade. The trends of globalization and marketization of HE has had a profound impact on the dynamic relationship between students and higher education institutions (HEI) as service providers. Research efforts have been focused on understanding the role of students as customers, drivers of quality and satisfaction, and the emotional aspects of student customer experience (SCX). Despite an ongoing debate on whether students are customers and to what extent the business paradigm can be applied to HE, focusing on students’ higher education experience makes perfect sense, since students provide revenue and create a need for all the supporting services. This paper reviews the literature on SCX in the HE context. The paper aims to reduce the fragmentation of the field by spotting gaps and finding fruitful areas for future research. Using a bibliometric method based on articles indexed in the Web of Science database, it aims to identify the current state of knowledge in the field. The research contributes to both marketing and education theory by offering venues for new research. For policymakers in HE, it may serve as an up-to-date information source when looking for theoretically proven evidence for decision-making.
... E cikknek nem célja a felsőoktatásban megjelenő számos érdekelt fél szerepének részletes elemzése, kifejezetten a hallgatói nézőponton keresztül kívánjuk a szolgáltatásminőség mérési és értékelési törekvéseket elemezni, mivel a szakirodalom általánosan állást foglalt abban a kérdésben, hogy a hallgatók az elsődleges és közvetlen vevők minden intézményi működési szinten (Owlia & Aspinwall, 1996;Abdullah, 2006aAbdullah, , 2006bYeo, 2009). Így amikor a FOI-k esetében vevőközpontúságról beszélünk, akkor az szűkebben hallgató-központúságot jelent (Guilbault, 2016). ...
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Az elmúlt évtizedekben nemcsak a szolgáltatási, hanem szűkebben a felsőoktatási szektorban lezajlott strukturális és finanszírozási változások, a társadalmi-gazdasági környezet támasztotta növekvő elvárások, a hazai és nemzetközi színtéren is intenzívebbé váló verseny a szolgáltatásminőség menedzselése terén is folyamatosan új kihívások elé állítja az intézményeket. A cikk elsődleges célja a felsőoktatásban megjelenő, sokszínű szolgáltatásminőség-mérési és -értékelési törekvések bemutatása. Ennek során a szerzők áttekintik a legfontosabb előzményeket, a hallgatók felsőoktatási érdekelt felek között betöltött elsődleges szerepét és a SERVQUAL, illetve a SERVPERF modellre épülő népszerű megközelítéseket. A cél azon intézményi feladatok összefoglalása, amelyek megbízható és érvényes szolgáltatásminőség-mérési és -értékelési módszertani alkalmazások megalapozását és kapcsolódó keretrendszer kialakítását teszik lehetővé.
... This statement currently remains valid in the higher education sector with an even more significance. students' satisfaction on education services provided by higher education institutions (HEIs) has been a focus of various studies for the last few decades (Jurkowitsch et al. 2006;Lounsbury et al. 2015;Nguyen et al. 2020;Postema and Markham 2018;Tan and Kek 2014;Yeo 2009;Zineldin 2017). ...
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This research aims to conduct a predictive study for determining the technological and systematic returns of applying blockchain technicality to improve management experience sharing at Qassim University. The study is quantitative in nature and uses descriptive research design. The population consists of teaching staff members and administrative employees at Qassim University in 2019-2020. The research sample is selected using the random sampling method to achieve the targeted sample size of 100 individuals. The study is quantitative in nature and uses descriptive research design. Results show a huge technological return of applying blockchain technicality to improve management experience sharing in the higher education system at Qassim University. Applying blockchain technicality is recommended because of its vast technological and systematic returns in improving management experience sharing in the Saudi higher education system in general and Qassim University in particular.
... This statement currently remains valid in the higher education sector with an even more significance. students' satisfaction on education services provided by higher education institutions (HEIs) has been a focus of various studies for the last few decades (Jurkowitsch et al. 2006;Lounsbury et al. 2015;Nguyen et al. 2020;Postema and Markham 2018;Tan and Kek 2014;Yeo 2009;Zineldin 2017). ...
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In today's competitive higher education environment in Vietnam, higher education institutions have focussed more on quality education services to improve ‘students’ satisfaction, which is considered an important factor for attracting and retaining students and evaluating the success of these higher education institutions, as a result. This research aimed to examine Vietnamese students’ perceptions about the quality of education services offered at Hue University in Vietnam. The data were obtained from the questionnaires completed by 2933 students from four-university members of Hue University in Central Vietnam. The research results showed that the students were generally satisfied with the quality of education services provided by Hue University. In addition, students’ satisfaction at Hue University is most affected by their perceptions about access to education services and the educational environment. The study also provided several implications, for Hue University in particular and other Vietnamese higher education institutions in general, to enhance their education services to improve the level of education service quality for attracting and retaining students.
... This statement currently remains valid in the higher education sector with an even more significance. students' satisfaction on education services provided by higher education institutions (HEIs) has been a focus of various studies for the last few decades (Jurkowitsch et al. 2006;Lounsbury et al. 2015;Nguyen et al. 2020;Postema and Markham 2018;Tan and Kek 2014;Yeo 2009;Zineldin 2017). ...
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In today’s competitive higher education environment in Vietnam, higher education institutions have focussed more on quality education services to improve students’ satisfaction, which is considered an important factor for attracting and retaining students and evaluating the success of these higher education institutions, as a result. This research aimed to examine Vietnamese students’ perceptions about the quality of education services offered at Hue University in Vietnam. The data were obtained from the questionnaires completed by 2933 students from four-university members of Hue University in Central Vietnam. The research results showed that the students were generally satisfied with the quality of education services provided by Hue University. In addition, students’ satisfaction at Hue University is most affected by their perceptions about access to education services and the educational environment. The study also provided several implications, for Hue University in particular and other Vietnamese higher education institutions in general, to enhance their education services to improve the level of education service quality for attracting and retaining students.
... That is not to say that there is a hard and fast division between these two sets based on quantification. Indeed, quality as perfection or consistency and quality as value for money are both filtering into academic work (Biggs, 2001;Yeo, 2009) and academics are now expected to "satisfy" their clients (Blackmore, 2006) but this has lead largely to the ongoing debate, disagreement and tension around how quality is defined, how it is measured and by whom. ...
Thesis
Quality and quality improvement in Australian higher education (HE) is a complex maze of multidimensional meanings, stakeholder expectations and measures that are becoming increasingly performance-driven by external agencies. Associated with this, the culture that supports the pursuit of quality is an illusory and much contested concept. As universities become increasingly dispersed geographically and temporally as well as having a presence in cyberspace, the role played by information and communication technology (ICT) in the quality culture of a university has received little if any attention. Current research into the contested construct of what may constitute quality culture in a university has remained largely at the theoretical level without delving into mechanisms or tools that might mediate, support foster or impede such a culture. To investigate the relationship between ICT and the idea of a quality culture, this study focuses on four interconnected aspects – the core business of a university, how quality is understood, what constitutes quality culture and the affordances of ICT. Drawing on Ehlers’ model of quality culture in HE as well as other theories of organisational culture, a case study approach is employed to investigate one Australian university. I argue that the use of asynchronous and aspatial communication technologies supported by information technologies in an environment of collegial trust play an important part in the participation and collaboration transverse elements of Ehlers’ model. I also propose a conceptual framework that situates ICT in the context of competing quality narratives and tensions in the university.
... This statement cur-rently remains valid in the higher education sec-tor with an even more significance. students' satisfaction on education services provided by higher education institutions (HEIs) has been a focus of various studies for the last few decades (Jurkowitsch et al. 2006;Lounsbury et al. 2015;Nguyen et al. 2020;Postema and Markham 2018; Tan and Kek 2014;Yeo 2009;Zineldin 2017). ...
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During the internationalisation at higher education institutions (HEIs) to attract more international students to study in destination countries, their satisfaction toward the quality of provided education services is crucial for evaluating the success of such HEIs. The purpose of this study was to examine Lao students' perceptions of education service quality in a selected higher education institution in Central Vietnam. A group of 307 Lao students (173 males and 134 females) from 12 departments at Ha Tinh University (HTU), Vietnam, participated in the survey. The study showed that Lao students highly appreciated a good level of service quality provided by HTU. Moreover, the satisfaction of Lao students at HTU was most affected by the hostel, the teaching staff, and the clubs, respectively. The training facility factor had a negligible impact on their satisfaction. The study also provided several implications for HEIs in Vietnam to improve service quality to increase international students' satisfaction.
... In contrast, staff members perceive care and concern for students is essential for student's positive evaluation. This opposing perspective between students and staff members concerning the treatment of students' best interests in their learning experience may have implications for an increasing sense of entitlementdue to a burgeoning perspective that students be treated as customersthat students have toward learning in higher education (Finney and Finney, 2010;Pitman, 2016;Yeo, 2009). ...
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Purpose-The purpose of this paper is to examine the role of empathy in the student service experience. Taking a dyadic perspective, both students' and staff's perceptions are analyzed to determine if empathy matters to both actors alike; and which differences in perceptions about the role of empathy between these actors exist. Design/methodology/approach-The authors adopt a multi-method approach and used data from 256 usable survey responses from 11 higher education service providers in Singapore. Empathy was operationalized by six cognitive and affective independent variables and multiple multivariate analyses are applied, such as multivariate analysis of variance, discriminant analysis and multiple regression analysis. Findings-Results show that both students and staff alike evaluate empathy as important in the co-created service experience. The provision of individualized attention to students to positively influence student experience in learning was deemed important by both staff and students. Yet, there are also distinct differences. For students, it is essential that staff members have students' best interests at heart; for staff members, knowledge of students' needs and show of care and concern are important. Practical implications-Students and staff perceive empathy in higher education service provision differently. Interestingly, whilst staff think caring for students is important, students feel that too much care and concern from staff has a negative effect on their experience. Hence, too much care and concern might cause potential issues with the students' perception of "over-servicing" which might manifest as "spoon-feeding." Instead, students are asking for individualized and professionalized attention to be taken seriously and to be involved in the co-creation of the education service experience.
... Higher education experience is complex. Various dimensions of higher education experience have been discussed in previous literature (Chahal & Devi, 2013;Ng & Forbes, 2009;Yeo, 2009). Ng and Forbes (2009) proposed a framework of the university experience which is adapted from the service marketing literature with three components, namely, "process", "people", and "physical evidence" contributing to "core service: learning" and "supplementary services" offered to students. ...
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... In addition, 'quality' has both tangible (e.g. course materials) and intangible (relating to student service) elements (Yeo 2009). ...
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‘Quality’ in education is difficult to define. What is viewed as high quality by staff, students and employers must be identified so that universities can articulate their offer. Equally, helping students develop the graduate skills and attributes that employers value is essential. This project explored quality in higher education from the perspectives of undergraduate students, academic staff and employers. Three hundred and forty students, 32 staff and 17 employers completed their respective questionnaires. Qualitative data were collected from students in focus groups. Results showed that employers most highly valued graduate personal qualities, while the quality of teaching and learning, feedback and staff: student relationships were highly rated by staff and students. Students, while positive about the methods of teaching and learning used, expressed uncertainty about whether they were receiving a high-quality education. Higher education institutions and academic staff must articulate the value of the academic offer more clearly to their students.
... The higher education deals with different group of customers or stakeholders, including students, parents, industries, faculty staffs, and tax payers (Madu & Kuei, 1993). Out of these customers, students are the primary customers who experience the educational services (Lewis & Smith, 1994;Pariseau & McDaniel, 1997;Wiklund & Wiklund, 1999;Yeo, 2009). The role of student as the main customer has shifted the power in making decision from service provider to students (Abili et al., 2011;Eriksen, 1995;Spanbauer, 1995). ...
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The objective of this research is to empirically compare two important concepts of service experience, namely Service Personal Values (SPV) and Service Value (SV). Higher education was selected to represent the service sector, and the registered international students were selected as respondents. The quota sampling technique was applied to select the respondents. The data were gathered using a questionnaire. Ultimately, 331 usable questionnaires were gathered for the data analysis process. An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) using AMOS were performed to validate SPV and SV concepts. The results revealed that SPV and SV are two different constructs and, thus, should be treated differently. Both concepts are valid for evaluating customers' cognitive experiences in the service context. However, SPV can be treated as a more valuable construct than SV. This research also discusses the theoretical and practical implications as well as directions for future research.
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The objective of this study is to investigate student's satisfaction with academic services offered at a university of technology by measuring the gap between student's expectations of services and perceptions of the actual service provided and to identify the areas that need improvement. A cross-sectional survey was conducted among the first-year students who were admitted to a department in the faculty of engineering at the University of Technology in the Republic of South Africa. The sample was 39 students. The instrument comprised 25 questions assessing five dimensions of the academic services provided to students during teaching. The results indicate that students were not satisfied with the academic service quality in relation to all the dimensions in the SERVQUAL model. The study showed negative gaps for the five dimensions evaluated in academic service quality and compared to another study found the results similar. This could provide the management of the faculty with information about the aspects of academic service that promote more student satisfaction.
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The objective of this chapter is to explain through the agency theory and theory of resources and capacities as is the process of assessment in higher education institutions. A model is presented to measure the perception of service quality by students of the Technological Institute of Celaya, as part of the system of quality control, based on the theoretical support of several authors who have developed this topic (SERVQUAL and SERPERF) an instrument adapted to the student area of the institution called SERQUALITC is generated. The paper presents the areas or departments to assess and the convenient size, the number of items used by size and Likert scale, the validation study instrument is mentioned. Finally, it is presented the model that poses a global vision of quality measurement process including corrective action services that enable continuous improvement.
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Chapter
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The objective of this paper is to explain through the agency theory and theory of resources and capacities as is the process of assessment in higher education institutions. The actors that are involved in the decision-making and the use that is giving the resources derived from repeatedly to practices that opportunistic diminishing the value that is given to the evaluation, in addition to the decrease in team work. A model is presented to measure the perception of service quality by students of the Technological Institute of Celaya, as part of the system of quality control, based on the theoretical support of several authors who have developed this topic (SERVQUAL and SERPERF) an instrument adapted to the student area of the institution called SERQUALITC is generated. The paper presents the areas or departments to assess and the convenient size, the number of items used by size and Likert scale, the validation study instrument is mentioned. Finally, it is presented the model that poses a global vision of quality measurement process including corrective action services that enable continuous improvement.
Chapter
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The objective of this chapter is to explain through the agency theory and theory of resources and capaci- ties as is the process of assessment in higher education institutions. A model is presented to measure the perception of service quality by students of the Technological Institute of Celaya, as part of the system of quality control, based on the theoretical support of several authors who have developed this topic (SERVQUAL and SERPERF) an instrument adapted to the student area of the institution called SERQUALITC is generated. The paper presents the areas or departments to assess and the convenient size, the number of items used by size and Likert scale, the validation study instrument is mentioned. Finally, it is presented the model that poses a global vision of quality measurement process including corrective action services that enable continuous improvement.
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The objective of this chapter is to explain through the agency theory and theory of resources and capaci- ties as is the process of assessment in higher education institutions. A model is presented to measure the perception of service quality by students of the Technological Institute of Celaya, as part of the system of quality control, based on the theoretical support of several authors who have developed this topic (SERVQUAL and SERPERF) an instrument adapted to the student area of the institution called SERQUALITC is generated. The paper presents the areas or departments to assess and the convenient size, the number of items used by size and Likert scale, the validation study instrument is mentioned. Finally, it is presented the model that poses a global vision of quality measurement process including corrective action services that enable continuous improvement.
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This paper reports on a case study set in the context of one New Zealand educational institution, the Auckland Institute of Technology, which considered the impact of quality monitoring on the improvement and enhancement of student learning within two undergraduate degree programmes. Quality in higher education is multifaceted and complex, and although there are different perceptions of quality monitoring in higher education, quality, whatever its focus, has become the vehicle through which accountability is addressed. It is argued that the focus for quality should, in a rapidly changing world, be on the attributes of graduates, where transformation of the learner is central. Quality monitoring should be concerned with improvement and enhancement of student learning. In the study, quality monitoring processes had quite a narrow impact and were not concerned with the complexity of a whole teaching programme, or issues such as leadership or the culture in which students learn. The influence of the social, economic, political and personal context in which the two programmes are situated was also considerable. Overall analysis confirmed that, for quality monitoring to have an impact on student learning, the emphasis must be on curriculum, learning, teaching and assessment.
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Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's statistical qualities and its ability to discriminate intelligibly between different courses are discussed in the context of results from national trials in Australian higher education. The principal conclusion reached is that the CEQ offers a reliable, verifiable and useful means of determining the perceived teaching quality of academic units in systems of higher education that are based on British models. Several technical and political issues remain unresolved in its application as a PI.
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Data, based on responses of 1274 Australia secondary school students, are reported which link the student's learning motives and strategies to both personological and school environment factors and learning outcomes. The results indicate substantial positive relationships between the students’ level of self‐esteem and their perceptions of the learning environment as enjoyable and worthwhile with both deep and achieving approaches to learning. Students with more versatile learning strategies are also likely to be the more successful academically.
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This paper outlines the results of a study aimed at developing a framework for quality measurement in higher education, the emphasis being on the teaching aspects of engineering education. Following a theoretical study of the dimensions of quality in this environment, the paper reports on the empirical research carried out to validate the framework through internal consistency testing, factor analysis and predictive validity. A customer-oriented strategy for measurement was selected on the basis of customers' perceptions on quality dimensions, their importance ratings and their overall evaluation of the service provider.
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A service recovery performance model is proposed and tested with data from frontline bank employees in Turkey. The model is derived from Bagozzi's (1992) reformulation of attitude theory. The empirical results suggest that top management commitment to service quality, as manifested by frontline employees' appraisal of training, empowerment, and rewards, has a significant effect on their perceptions of service recovery performance. The influence of management commitment to service quality on service recovery performance is mediated by frontline employees' affective commitment to their organization and job satisfaction. Implications of the results and further research avenues are discussed.
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A methodology demonstration using Quality Function Deployment (QFD) as a tool to explore some key elements of higher education. QFD is most commonly applied in industrial settings where products are manufactured. This research applies QFD to a service, specifically engineering education. The goal of this research is, therefore, twofold. While exploring the quality of engineering education in a university setting, a new application of QFD was tried and tested. Considering the university students as the primary customers, the results of a nominal group technique session, along with interviews of faculty members and administrators were used to define “the voice of the customer”. QFD procedures and forms were used to analyse and scrutinize the specific areas of advising and teaching within the university. Recommendations were devised which range from a comprehensive instructor-training programme to self-help and mentor programmes by student groups.
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Notes that professionals in education have learned from those in industry with regard to quality management concepts. Suggests that, with regard to quality concepts in universities, there are four main issues, including aspects such as incorporation of quality concepts in the curriculum and using quality concepts to improve educational administration. Notes likely improvement paths, namely: improving the business operations side of schools, and shortening the time taken to identify failing students. Lists six quality concepts for education based on quality management principles in areas such as leadership, understanding stakeholders and involvement of people. Also lists some management concepts required to provide the necessary linkages for the improvement of education, including identification of critical processes for improvement, and reporting improvements in terms meaningful to process stakeholders.
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Intense competition in higher education in many different countries mandates the need for assessments of customer-perceived service quality for differentiation purposes. An instrument developed specifically from a business education setting was employed utilizing an importance/performance approach with seven determinant choice criteria groupings. A sample of business students in New Zealand and the mid-Atlantic region of the USA participated, and some important problems in perceptions were noted. Strategic implications for the universities involved and suggestions for future research are provided
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Presents the case that in the 1990s further and higher education in the UK is facing unprecedented and increasing levels of market accountability precipitated by the legislative processes of Conservative administrations. Linked to their new responsibilities and freedoms (made possible by the 1988 and 1992 Education Acts), management in the newly incorporated institutions is becoming increasingly “business-like”. The need for managers to justify their actions and demonstrate quality and effectiveness has never been greater. Hence the proliferation of league tables, performance indicators and the focus by audit units on measurement of an increasingly complex array of process and output statistics. The result has been a preoccupation with quality, among other issues, which is linked to performance appraisal and management techniques synonymous with the commercial sector of the economy. Points to the limitations of such models as TQM and of management-driven approaches to quality which deprofessionalize, and proposes the need for a collegial model of organizations which accepts the central importance of interactive professionalism in assuring real quality of teaching and learning. Acknowledges the existence of common strategic drivers within the international and European arena and points to the need for quality assessment systems which overlay professional practice and serve to provide relevant information in a comparative international context.
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This paper verifies the adequacy of perceived quality measurement instruments by comparing the SERVPERF and EP methods. After a discussion of the differences between the two methods, a quality perception measurement instrument for the company is developed and applied to a sample of ceramic company clients. The methods are compared by analyzing the multitrait-multimethod matrix using the structural equation model methodology. Results indicate that SERVPERF has greater reliability, greater convergent and discriminant validity, explains variance more completely, and consequently introduces less bias.
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Explores the concept of quality from the perspective of the learner as part of the learning process. Focuses on the centrality of the learner in identifying and working towards building-in quality to the education and training process. Proposes that, rather than the retrospective approaches to evaluating quality, approaches should be developed which follow the life cycle of the learner. Sees recent curriculum innovations, including the development of modular schemes and proposed funding arrangements in further education, as means of facilitating this approach.
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The most commonly used method - the use of a formal questionnaire, administered at the end of term or end of semester - is not useful for generating continuous improvement in the short term. Aims to explain the perceptions minus expectations gap analysis approach to obtain informal feedback from students and use it for formative purposes. Summarizes the reasons for the increased interest in student feedback. Describes the process of obtaining feedback to generate the perceptions minus expectations gap. Presents evidence to show that the key factors that aid or hinder learning are situational. Finally, gives an example of the application of gap analysis.
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This volume offers a detailed argument for and description of Total Quality Management (TQM) for institutions of higher education. Chapter 1 elaborates on why TQM is good for higher education and includes some warning as to why implementation at colleges and universities may not be easy. Chapter 2 provides an overview of the history of the TQM movement. Chapter 3 describes TQM in terms of three characteristics of the "House of Quality": (1) the social, technical, and management systems (the superstructure of the House); (2) serving the customer, continuous improvement, managing with facts, and respect for people (the four pillars of quality); and (3) the four cornerstones of quality. These cornerstones are further explained in the next four chapters on: strategy management (chapter 4), process management (Chapter 5), project and team management (Chapter 6), and individual and task management (Chapter 7). Collectively, these chapters provide the guidelines and strategies for implementing total quality efforts at each of the cornerstone levels. Chapter 8 provides guidelines for the potentially difficult and complicated process of initiating a quality improvement program. The final chapter focuses attention on an emerging development in the field of total quality: ISO 9000, an international minimum standard for how manufacturing companies establish quality control methods. An index and glossary are included. (Author/JB)
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The "Students Evaluation of Educational Quality" is an instrument measuring dimensions of college teaching effectiveness. A study showed that, for ratings of 123 instructors in 3,079 classes over 13 years, each instructor has a distinct profile of ratings that generalizes over time, different courses, and course level. (Author/MSE)
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Literature review highlights the importance of TQM for SMEs to improve their current business practices as well as quality of products and services, to ensure long-term survival. However, there are several barriers to effective implementation of TQM in such organizations, namely, the apparent lack of business experience and knowledge, and limitation of financial as well as human resources. Singaporean SMEs account for a large share of its economy, however, little has been written on how TQM has been applied in these companies in Singapore and the region. This paper reports the results of a pilot study conducted among a sample of local SMEs. The findings are compared to an earlier work done in Singapore. Furthermore, this paper reports the findings of follow-up interviews with some local SMEs regarding the perceived benefits of and barriers to ISO 9000. Based on the experience in Singapore, ISO 9000 certification has provided significant benefits for SMEs. The journey towards TQM will, however, require not only full commitment of the company management, but also a quality culture created externally by the government which is crucial to the progress beyond ISO 9000.
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There is a widespread movement towards a restructuring of educational administration, as is evidenced by reforms emphasizing school‐site management in the UK, New Zealand, a number of Australian states, and in various US and Canadian cities (e.g. Chicago, Illinois and Edmonton, Alberta). What accounts for these reforms and the similar forms they have taken? Seven competing and complementary explanations are reviewed: a crisis in legitimation, concern about effectiveness, concern about efficiency, the managerial revolution, a populous movement, a crisis in capitalism and provider capture. Critiques of these explanations are offered from various political perspectives (far left, middle left and right). Competing values sometimes suggest similar structural reforms. Unless value conflicts are resolved, restructuring may lead to a further decline, rather than renewed success, for public education systems.1. This paper was originally presented at The Symposium on International Perspectives of Centralized Decision Making at the Annual Conference of the American Educational Research Association, Chicago, 3‐7 April, 1991
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He has been researching on comparative education policy, with particular reference to development and education governance change in East Asia. His most recent books include Education Reform and Education Policy in East Asia (London: RoutledgeCurzon, 2006), Globalization and Higher Education in East Asia (Singapore and New York: Marshall Cavendish Academic); Globalization and Marketization: A Comparative Analysis of Hong Kong and Singapore (Cheltenham: Edward Elgar, 2004); Globalization and Educational Restructuring in the Asia and Pacific Region (Basingstoke: Palgrave Macmillan, 2003) and Centralization and Decentralization: Educational Reforms and Changing Governance in Chinese Societies (Kluwer Academic Publishers, 2003). Abstract Globalization and the evolution of the knowledge-based economy have caused dramatic changes to the character and functions of higher education in most countries around the world. One major trend relating to reforming and restructuring universities in East Asia has emerged is the adoption of strategies along the lines of Anglo-Saxon paradigm in internationalizing universities in East Asia with intention to make the higher education systems more globally competitive. The principal goal of this paper is critically reflect upon internationalization of universities in East Asia. The first half of the paper focuses on strategies in internationalizing universities in East Asia and the second half of the essay discusses key issues related to internationalization of universities in East Asia, especially examining the implications for following the Anglo-Saxon paradigm in transforming and internationalizing their university systems in East Asia.
Article
Previous studies of the relationship between perceptions and/or evaluations of the learning environment and approaches to study have either not included measures of students' learning outcomes, or have included quantitative differences and not qualitative differences in learning outcomes. The studies reported in this paper focus on the relationship between qualitative differences in learning outcomes, perceptions/evaluations of the learning environment and approaches to study. The results support previous research in identifying relationships between perceptions/evaluations of the learning environment and approach to study and between approach to study and the quality of the learning outcomes. The second of the two studies reported also identifies a relationship between perceptions, approaches and the quality of the outcomes. The results suggest that perceived environments which encourage deep approaches are more likely to facilitate higher quality learning than environments designed to discourage surface approaches.