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Evaluate learner satisfaction with the quality of training services of the University of Finance - Marketing
Abstract
The objective of this research is to investigate how learner satisfaction is affected by aspects of service quality. Quantitative and qualitative research methods are used in this study. Accordingly, with a qualitative method, the study conducted in-depth interviews with 20 experts in the field of higher education to evaluate the completeness and validity of the scale. Using the quantitative method, the study conducted a survey with 1,405 learners at the University of Finance and Marketing (UFM) for the purpose of evaluating the reliability of the scale and, at the same time, being used to test the research model and proposed research hypotheses. The findings of the study indicate that learner satisfaction is influenced by eight independent components. Specifically, the most important component is image, which is followed by reliability, training programs, facilities, assurance, empathy, responsiveness, and lecturers. The research findings lead the authors to suggest that the UFM should concentrate on enhancing the university's reputation so that students feel proud of them; they should also follow through on their initial promises to students; evaluate and enhance their curricula to bring them closer to international standards, make them appropriate for students, and satisfy societal demands; To better serve students, upgrade the facilities.
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Online teaching and learning has become more prominent and prevalent with digital platforms becoming the only means of communication in lessons. The resulting limited teacher–student interactions can be an important contributing factor in the rise of ineffective learning. Therefore, it has become necessary to enhance these interactions during online lessons. This mixed-methods study investigated students’ online learning experiences, social needs, and teacher–student relationships. It explored effective teaching strategies used in online classrooms with 99 secondary two students. The surveys used in this study were adapted from the Online Learning Environment Survey, Online Student Engagement Scale, and Questionnaire on Teacher Interaction.
span>High demands of academic life and social changes caused relatively high prevalence of psychological distress among university students compared to the general population. The aim of this study was to determine the prevalence of psychological distress among university students and to examine the factors associated with them. This was cross sectional study involving 467 Bachelor degree students from various faculties in Universiti Teknologi MARA. Participants were assessed using the Brief Religious Coping Scale (Brief RCOPE), the Hatta Islamic Religiosity Index 1996 (HIRS96) and the Depression, Anxiety and Stress Scale (DASS 21). This study highlighted relatively high prevalence of depression, anxiety, and stress among the students of UiTM Shah Alam. We also found consistent significant association between negative religious coping with both anxiety and depressive symptoms. Consistent with the earlier studies done among Muslim samples, the positive religious coping is not significantly associated with better psychological outcomes although only small effect was observed towards the depressive symptoms.</span
Nghiên cứu này được thực hiện nhằm: (1) đo lường mức độ hài lòng của sinh viên về chất lượng dịch vụ đào tạo hệ vừa làm vừa học (VLVH) Trường Đại học Tài Chính – Marketing (UFM); (2) điều chỉnh thang đo và mô hình được đề xuất tại hệ VLVH từ mô hình SERVQUAL; (3) kiểm tra sự khác biệt về mức độ hài lòng của sinh viên theo các yếu tố nhân khẩu học.Nghiên cứu định lượng được thực hiện dựa trên khảo sát 360 sinh viên, công cụ Cronbach’s alpha, EFA và phân tích hồi quy bội được sử dụng, với phần mềm SPSS 16.0. Kết quả đã đưa ra được mô hình sự hài lòng của sinh viên gồm 05 nhân tố: (1) đội ngũ giảng viên, (2) cơ sở vật chất, (3) khả năng thực hiện cam kết, (4) sự quan tâm của nhà trường và (5) độ tin cậy. Từ đó, nghiên cứu đề xuất các giải pháp đến nhà trường nhằm nâng cao sự hài lòng của sinh viên.
Research highlights the influence of service quality, institutional reputation, student satisfaction in building student loyalty. Quantitative approach was used with a survey method. The research respondents were 185 students from PGRI University Palembang. Analysis techniques using variance-based structural equation models (SEM) SmartPLS. The results of the study shows that service quality has a significant effect on reputation and student satisfaction, but service quality and student satisfaction have no significant effect on student loyalty. On the contrary, the reputation of an institution has a very significant direct effect on loyalty. Student service quality has a significant indirect effect on student loyalty through the reputation of the institution, this implies that the reputation of the institution carries a relative influence relationship between service quality on student loyalty. These findings can help higher education institutions to make better strategic plans to increase student loyalty.
Purpose
The purpose of this paper is to investigate the relationship between service quality, program quality, institutional image and student satisfaction in the context of higher education. Additionally, the study attempts to describe the mediating impact of institutional image between service quality, program quality and student satisfaction.
Design/methodology/approach
The structural equation modeling was used to analyze the influence of mediating variable and hypotheses testing. The population of this study was fourth-year business students of nine “grade one” private universities in Bangladesh. Data (n = 310) were gathered from students pursuing studies at different private universities in Bangladesh.
Findings
The findings of this study revealed that image occupied full mediation role between service quality and student satisfaction. Furthermore, it also disclosed that the direct path of service quality and student satisfaction was not statistically significant.
Practical implications
These unique findings imply that academic authorities should nurture the institutional image and program quality rigorously to enhance student satisfaction. The findings of this study would benefit both practitioners and academics, especially in the perspective of Bangladesh private higher education.
Originality/value
Past researchers have examined the direct affiliation between service quality and student satisfaction. Hence, there is a deficiency of indirect link between service quality and student satisfaction. This study has incorporated image as a mediating variable to fulfill the deficiency in higher education.
The attainment of quality in products and services has become a pivotal concern of the 1980s. While quality in tangible goods has been described and measured by marketers, quality in services is largely undefined and unresearched. The authors attempt to rectify this situation by reporting the insights obtained in an extensive exploratory investigation of quality in four service businesses and by developing a model of service quality. Propositions and recommendations to stimulate future research about service quality are offered.
Students’ evaluation of quality in higher education is becoming increasingly important and widely accepted. Various researchers have reported that “high quality” education creates sustainability among students to accomplish their goals over a period of time. The intention of the present study was to explore students’ perceptions of quality in higher education in terms of curriculum content, learning and teaching experiences, institutional resources and outcome and assessment. A total of 91 students were randomly selected from the business and engineering colleges within Prince Sattam bin Abdulaziz University. The data were analyzed using descriptive and inferential statistics to obtain accurate results pertaining to the motif of the research. The findings revealed that total institutional factors emerged as one of the most prominent predictors of the outcome and assessment within the two different aforementioned disciplines. This paper concludes with suggestions for further investigation.
Purpose
The purpose of this study is to explain critical factors affecting student satisfaction levels in selected state universities in Sri Lanka.
Design/methodology/approach
The study has applied an quantitative survey design guided by six hypotheses. A conceptual framework has been developed to address the research questions on the basis of a literature review. The study is based on an undergraduate sample from four state universities, and it presents results of factor analytics and correlational and regression analyses.
Findings
Evidence to support construct validity and reliability of all survey-based scales measuring the key variables has been found. The quality of the academic staff, university facilities, degree program, administrative staff, university location and university image have been correlated significantly with student satisfaction levels measured at 0.45, 0.47, 0.51, 0.31, 0.39 and 0.66, respectively. The statistically significant predictors are: the quality of university facilities, the quality of the degree program and the university image, with the image being the strongest predictor.
Practical implications
The study offers a conceptual framework to guide future research and validated scales for measuring student satisfaction levels in a national higher education system in a developing region that is aspiring toward a knowledge-based economy where tertiary education is free. Five recommendations are provided for policymakers.
Originality/value
Research shows high variabilities in the models used and the findings of studies on factors affecting student satisfaction levels in universities. The study is among the first large-scale studies of student satisfaction levels in the Sri Lankan state university system, where little data exist on why students are dissatisfied and fail to complete their degrees.
The current paper contributes to the entrepreneurial intention (EI) literature by applying the theory of planned behaviour (TPB) in a developing African country with unique socioeconomic and cultural context. Thus it examines the influence of social norms, personal attitudes and perceived behavioural control on business start-up intentions. Based on a quantitative approach, primary survey data were collected from 306 final year undergraduate students at a public university. The data were analyzed using correlation and hierarchical regression techniques. Controlling for age, gender and field of study, the findings indicate that each of the attitudinal antecedents is significantly positively related to EI, with an overall R 2 = 0.543. For scholars, enterprise support practitioners and policy makers, the study shows that the TPB can be used to understand how to promote business start-up in developing countries with socioeconomic and cultural contexts which are mostly different from developed countries where the subject is heavily researched. Specifically , mechanisms to develop entrepreneurial capabilities among citizens, improve societal norms and individual attitudes toward entrepreneurship would significantly promote entrepreneurship. The study also makes a valuable contribution to the under-researched context of Zambia and African entrepre-neurship.
This study aims to investigate student satisfaction on quality education services provided by institutions of higher learning in Malaysia. Their level of satisfaction based primarily on the data collected through five dimensions of education service quality. A random sample of 250 students studying in an institution of higher learning was selected for this study. Statistical analysis had been employed to analyze the intensity of these five dimensions and their influence on student satisfaction. The results indicated that instructors, academic courses, learning resources and student’s engagement had positive and statistical significant influenced on student satisfaction. This study provides very useful information for the stakeholder to plan and draw appropriate strategies for the dimensions that need further improvement. More importantly, education service quality will determine the sustainability of an institution by looking at the competitiveness of education setting at national and international levels.
Continuous quality improvement (CQI) of a program design and curriculum is a mandatory process to ensure the accreditation of engineering programmes. The most inner loop in CQI of a programme is the improvement of outcomes for each course offered in the programme. This paper studied the CQI of the course outcomes (CO) of a particular course (Materials Technology) via the students’ feedbacks captured in the Teaching & Supervision Evaluation System (TSES). TSES is a system for students to assess the Teaching and Learning (T&L) quality of a specific course offered and at the same time also assess the
proficiency and efficiency of the Quality Management System (QMS) MS ISO 9001:2008 for Undergraduate and Graduate (by course work) Study Management. Feedbacks are on General Items (such as course content, infrastructure and apparatus), Faculty and the Lecturers’ T&L Method. The quality of T&L can be improved consistently through this system. In this study, data from five recent years for the Materials Technology course is analysed for the general items, faculty and T&L which involved questions employing a Likert Scale from 1 (Very unsatisfactory) to 5 (Very satisfactory) for the answers. Feedbacks from the TSES are utilised to improve the conduct of the course in the succeeding session. Results indicate scores achieved in every area
have increased through the usage of this system and the CQI cycle at the course level is completed
Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.
Given an intense competition in international education business these days, understanding the factors influencing Chinese students’ satisfaction could facilitate Thai education providers and the government to improve and develop their programs to better satisfy potential Chinese customers in order to attract more Chinese students to Thailand. Therefore, the main objectives of this study were (1) to realize influential factors that have positive effect on Chinese students’ satisfaction toward Thai higher education, (2) to examine level of Chinese students’ satisfaction toward Thai higher education, and (3) to provide recommendations for both Thai higher education institutions and the government. This study is quantitative research using satisfaction questionnaire as a tool to collect primary data, from the sample size of 215 Chinese students studying in universities in Bangkok.
Seven key factors were comprised and formulated as a conceptual model tested in this study. Data analysis and hypothesis testing were performed by using Pearson’s product moment correlation and multiple regression. The findings indicated that only four factors have significant positive influence on overall Chinese students’ satisfaction toward Thai higher education. These four factors are education, safety, image and prestige of institution, and student’s preparation before going abroad. The multiple regression model with these four factors could predict 60.8% of the variance in the overall student satisfaction.
Culinary education has experienced remarkable growth in Cyprus in the past decade. Numerous institutions are offering a variety of related programs with the aim of adequately preparing the next generation of culinary professionals. Despite this unprecedented growth, many argue that a short-term opportunistic business mentality prevails. Driven by the profession’s celebrity status, institutions offering culinary-related education risk downgrading the quality of their portfolio. Adopting a quantitative methodology, the study set out to investigate industry professionals’ and educators’ perceptions of the quality and overall satisfaction with the current culinary education offerings. The findings inform and provide practical recommendations for those striving to improve the nature, identity, scope, and value of culinary education.
The effective use of information and communication technologies (ICTs) in higher
education institutions (HEIs) is a global issue for individual researchers, institutions,
governments and societies as a whole. New technologies offer opportunities for the
developing countries to resolve their long standing problems of national/international
isolation and mass-education. Researchers are posting reports of positive results of e-
Learning applications around the world; however, using digital gadgets for teaching,
learning and education management is neither automatic nor devoid of challenges and
problems. There are both development and use problems for the developers, users and
institution. Broadly there are three e-Learning systems available to the HEIs: traditional
computer-based learning, blended learning and virtual learning with relative merits and
demerits but their choice is based on the availability of resources and professionalism.
Most of the developing countries (DCs) have started experimenting with traditional and
blended systems while developed world is practicing and researching the virtual systems.
This paper is an effort to portray a picturesque of the same evolution of e-Learning from
e-Learning 1.0 to e-Learning 2.0 in the HEIs of developing states like Pakistan. Critical
analyses and argumentation were the research tools used for examination and analysis and
to interpret the results of the analysis.
With an ever growing assortment of educational options, students seek institutions that will provide for them a unique educational experience that they will remember for a life time. In addition, the present student is a customer seeking an educational program that will prepare him/her for a successful career and gainful employment. Since institutional budgets are developed based upon projected enrolments, it is becoming crucial for private institutions to retain the students they recruit. This situation has created a need for continued research in the area of student satisfaction and student retention. A reduction in student numbers, therefore, leads to a reduction in budgeted funds available to operate, maintain, and grow a private insti-tution. This study attempts to examine the relationship between service quality dimensions and overall service quality (tan-gibility, responsiveness, reliability, assurance and empathy) and students satisfaction. Furthermore, this study is also ex-amining critical factors in service quality dimensions (tangibility, responsiveness, reliability, assurance and empathy) that contribute most to the satisfaction of the students. This study was conducted using a set of questionnaire to 550 Business students from Private University institutions, Dhaka City, Bangladesh. Among the respondents, male respondents were 411, thus representing 75% of the total population, whereas the female respondents were 139 and thus representing 25% of the total population. All the respondents are undergraduate students. Majority of the Student population were between 18 to 24 years of age group. There is a significant correlation among all the constructs with student satisfaction. Factor 1 is by far the most important, accounting for the largest proportion of the variance (34 per cent), with eigenvalues greater than 3.00 (10.596). This factor includes a group of statements related to environment and facilities of the university, and is labeled here 'tangibles'.
One of important determinants of national competitiveness is the quality of its higher education. This quality comes from the combination of excellent learning process and public satisfaction on the service delivered. Student satisfaction assessment is vital in determining service quality at higher learning institutions (HEIs). To remain competitive, it requires HEIs to continuously acquire, maintain, and build stronger relationships with students. The main purpose of this paper is to evaluate students' satisfaction on services provided by HEIs. Specifically, the study found significant relationship between the five dimensions of service quality (tangibility, reliability, responsiveness, assurance, and empathy) or SERVQUAL and students' satisfaction. From 1000 questionnaires being sent out to respondents, 360 responded. The ;indings generally indicate that the majority of students are satisfied with the facilities provided by universities. Such findings should help universities make better strategic plan as to enhance students' satisfaction in particular and its overall performance in general. In general, the results indicated that all the five dimensions of service quality were correlated with student satisfaction.
In today's competitive environment, the education has not only become a major industry and need of the day but it is also an investment by the parents for their children. In public as well as in private sector the quality of education is an important factor that is considered for attracting and retaining the students who want to get higher education. The objective of this research is to analyze the impact of different quality services on student satisfaction in higher educational institutes of a big division of Punjab province of Pakistan. Both public and private sector institutes are included in this study. Data was collected from 240 students of business courses either enrolled in master program or graduation program in provincially chartered universities of the Gujranwala region. Sample comprised of both male and female students in equal ratio. The results show that students are overall satisfied with services of Tangibility, Assurance, Reliability and Empathy but not much satisfied with parking facilities, computer labs, cafeteria services, complaint handling system. Recommendations and implications for policy makers are discussed and guidelines for future research are also provided.
There are several problems occurred in Pelita Harapan University Surabaya (UPHS), which are dissatisfaction among students towards its service quality (SERVQUAL), and then it raised the negative perception and the low level of recommendation from its students. This is a case study that aimed to identify the influence of SERVQUAL to WOM Intention mediated by student satisfaction and university image. To see the relationship between the variables simultaneously, the researchers use Structural Equation Model with first order Confirmatory Factor Analysis. The questionnaires were distributed to 140 students by using purposive sampling technique which aimed to see the accurate results from qualified students. The results indicated that SERVQUAL had a positive impact to the student satisfaction and university image, and then it impacted to the positive WOM Intention. However, WOM Intention was influenced negatively by SERVQUAL and student satisfaction. This study contributed to UPHS and other private universities to increase the SERVQUAL, which are tangibility, reliability, responsiveness, assurance, and empathy to increase student WOM Intention which regards to sustainability in higher education sector.
This study examines the students’ satisfaction in higher education in Pakistan. The study focuses on the factors like teachers’ expertise, courses offered, learning environment and classroom facilities. Students’ response measured through an adapted questionnaire on a 5-point likert scale. The sample size of the study consisted of 350 students belong to different private and public sector universities. The results of regression analysis reveal that all attributes have significant and positive impact on students’ satisfaction in higher education though with varying degree of strength. However, teachers’ expertise is the most influential factor among all the variables, therefore it requires special attention of the policymakers and institutes.
Purpose – The purpose of this paper is to report on the design and use of a questionnaire to measure student satisfaction at Liverpool John Moores University's Faculty of Business and Law. Design/methodology/approach – The paper utilised the concept of the service-product bundle to design the survey questionnaire and then used SPSS and Quadrant Analysis to analyse the results to determine which aspects of the University's services were most important and the degree to which they satisfied the students. Findings – The most important aspects were those associated with teaching and learning, while the least important were those associated with the physical facilities. Practical implications – The concept of the service-product bundle is a valid and reliable tool for the design of a satisfaction survey and segments a University's service offering in such a way as to allow management to target resources at those areas that are perceived to be low satisfaction and high importance. The questionnaire can be utilised in most education establishments. Originality/value – Utilising the concept service-product bundle places responsibility for questionnaire content and design firmly on the service provider rather than the user.
This study employed a cognitive psychological approach to examining a little studied phenomenon – university image – among two groups of evaluators. The study found that different groups used different criteria when rating ten major US universities. Found to significantly predict the image of the universities among a sample of current university students were three factors: academic factors, athletic factors, and the extent of news coverage of the university. Found to significantly predict the image of the same universities among an adult, non-student sample were four factors: a combined factor including all university attributes (including academic and athletic); the extent of news coverage; the education level of respondents; and the respondents’ level of sports fanship. Recent research in attitude structure is used to explain how different image criteria are recalled and employed by the different groups.
Purpose
This paper aims to develop and empirically test the performance‐based higher education service quality model.
Design/methodology/approach
The study develops 67‐item instrument for measuring performance‐based service quality with a particular focus on the higher education sector. Scale reliability is confirmed using the Cronbach's alpha. The principle component analysis followed by a Varimax method is used to extract the factor loadings.
Findings
The results are satisfactory in terms of factor analysis, reliability and validity tests. Based on the overall loaded items, the eight dimensions are named. They are dependability, effectiveness, capability, efficiency, competencies, assurance, unusual situation management, and semester and syllabus.
Research limitations/implications
Although the empirical results are significant, a comparative study can identify relative strengths of this model.
Practical implications
This study underlines some critical dimensions and related attributes on which the higher institutions should concentrate their efforts to improve quality.
Originality/value
This study is worth doing because it takes samples from international students studying at Japanese universities. This study also attempts to develop a comprehensive approach for scale development in measuring service quality for higher education institutes.
Increasingly, higher education institutions are realising that higher education could be regarded as a business-like service industry and they are beginning to focus more on meeting or even exceeding the needs of their students. Recent research findings suggest that the factors that create student satisfaction with teaching (‘teaching satisfiers’) may be qualitatively differently from the factors that create dissatisfaction with teaching. Thus, this research uses the Kano methodology to reveal the characteristics of professors that students take for granted (‘Must-be factors’) and that have the potential to delight them (‘Excitement factors’). Kano questionnaires containing 19 attributes of effective professors taken from previous studies and focus group discussions were handed out in two marketing courses to 63 postgraduate students enrolled in a service marketing course. The Kano results corroborate previous US findings that revealed the importance of personality in general and support studies that stress the importance of professors creating rapport with their students in particular.
This study empirically examines organizational barriers to delivering high-quality service performance as measured by customer perceptions and expectations. Using the extended service-quality model developed by Zeithaml, Berry, and Parasuraman (Journal of Marketing, 52, 35–48) as a conceptual framework, five specific propositions implied by the model and by earlier studies contributing to its development were tested. Such testing required a complex research design involving five service companies as well as samples of customers, contact employees, and managers from each company. The results have practical implications and suggest an agenda for future organizational research.
The study models student perceptions on instructional quality and student satisfaction using canonical correlation analysis. Data from two survey occasions were modeled to assess the strength and relative consistency of the instructional quality variables in predicting student satisfaction. Results show that student's perception on the adequacy, usefulness, accessibility, safety and convenience of the learning facilities and their perception on the faculty teaching strategies and subject matter knowledge are the most influential factors of student satisfaction. Canonical functions and cross-loadings derived from the data sets show similar pattern or trend which is taken to indicate consistency of the models. The implication of the findings to managing student satisfaction among higher education institutions is briefly discussed.
With the increasing number of higher education institutions in Jordan, universities are competing to attract more students. To achieve this goal, the universities are competing to provide the students with all possible satisfaction means through providing efficient e-services. This paper measures the satisfaction of the students at Al-Hussein Bin Talal University, Jordan, with the quality of e-services. It mainly concentrates on the students’ satisfaction with the in-house developed Student Information System (SIS). To measure the satisfaction of the students, a questionnaire was developed and distributed to a sample of the university students. The questionnaire forms were collected and analyzed. The results of the questionnaire showed that the students were satisfied by the transition to e-services and the SIS has a positive impact on the students’ satisfaction. The research also provides the university with some suggestions to improve the SIS and, therefore, meet the demand of the students.
Purpose
The purpose of this paper is to analyse the influence of image on student satisfaction and loyalty.
Design/methodology/approach
In order to accomplish the objectives proposed, a model reflecting the influence of image on student satisfaction and loyalty is applied. The model is tested through use of structural equations and the final sample is of 2,687 students.
Findings
The model shows that image is the construct that most influences student satisfaction. The influence of image is also relevant on student loyalty.
Research limitations/implications
In this paper, the constructs of image resulted in a reliability level of 0.846; future research is needed in order to find more reliable image measurement indicators.
Practical implications
If higher education institutions have to compete through image, the first step to take is to measure the university image held by its students. It is proven by this paper that the construct which most influences student satisfaction in higher education is the image construct, with a total effect of 0.86. Thus, if the institutional image rises or falls by a unit in terms of valorisation, satisfaction increases or diminishes by a proportion of 0.86 and loyalty by a proportion of 0.73.
Originality/value
Several studies have shown that, in general, corporate image is important to attract and retain customers. This paper depicts the specific influences of image specifically on student satisfaction and student loyalty and also the respective level of influence.
This article reports the findings of a systematic literature review and meta-analysis carried out to identify various quality dimensions in higher education that contributes to student satisfaction. The results of heterogeneity generated from the meta-analysis were further explored via subgroup analysis and meta-regression. To fulfil these objectives, we summarized 122 qualitative studies and 40 quantitative studies that were relevant and important. Most of the included studies for meta-analysis ( N = 40) assessed the relationship between different quality dimensions in higher education institutions and student satisfaction. All six dimensions were found to be positively associated with the dependent variable (student satisfaction). Administrative service quality was found to have the highest correlation with student satisfaction, followed by student support quality, lecturer quality, teaching quality, curriculum quality, and physical evidence quality. The three categorical variables (student, university, and country) were included to test for moderation individually and collectively—these categorical variables, when taken together, moderates all the relationships except lecturer quality–student satisfaction. To our understanding, the current research will be the first one to examine the relationship between six higher education quality dimensions and student satisfaction based on a meta-analysis and meta-regression. The current analysis offers more novel details on the detection of significant moderating variables (type of student, type of university, and country of the study). These consolidated findings help us in identifying the existing state of literature, that is, what we consider and what we do not.
Purpose
The purpose of this paper is to determine the influence of service quality and university image on student satisfaction and student loyalty.
Design/methodology/approach
This study employed a set of survey instrument adapted from previous studies. The construct of the service quality consisted of 12 indicators, one of which was originally designed by the researcher, and the rest were adapted from other researchers. For the construct of university image, there were five indicators, while the rest were designed by the researcher. There were six indicators of construct student satisfaction, while the other three were designed by the researcher. Lastly, the construct student loyalty consisted of five indicators, three of which were originally designed by the researcher. All of those constructs used seven-point Likert scale scoring, which ranged from 1= strongly disagree to 7= strongly agree.
Findings
The findings of this study are as follows: the result of the data analysis has confirmed the existence of a positive and significant influence of service quality on student satisfaction, there is a positive and significant influence of student satisfaction on student loyalty, there is no positive or significant influence of service quality on student loyalty, and university image has a positive and significant influence on both student satisfaction and student loyalty.
Originality/value
The originality of this study has been confirmed, considering the fact that only few studies on service quality in education field were conducted. In this study, researchers were interested in developing the service quality based on five dimensions. This model have been applied by a number of researchers. Unfortunately, some other researchers showed their disagreements upon the use of only these five dimensions in the research in the field of education, and they suggested that more appropriate dimensions should be applied.
Purpose
This paper attempts to develop and validate a service quality instrument called HiEduQual to measure the perceived service quality of students in higher education institutions. This paper aims to propose a structural model by examining the theoretical and empirical evidences on the relationships between students’ perceived service quality (SPSQ), students’ satisfaction (SSt), students’ loyalty (SL) and students’ motivation (SM).
Design/methodology/approach
The paper uses survey research design to gather data regarding attitudes of students about quality of service, satisfaction, motivation and loyalty from seven public universities in India and tests the relationships between these variables using structural equation modeling.
Findings
The paper identifies a model with six-structured dimensions containing 23 items for HiEduQual. It proved the direct positive effect of the perceived service quality of students on satisfaction, loyalty and motivation. The paper also supports the partial and complete mediation role of students’ satisfaction between perceived service quality of students, their loyalty and motivation toward services being provided by the universities. The competing Model 1 (M1) with partial mediation role of students’ satisfaction between students’ perceived service quality, loyalty and motivation was proved as the best among the alternative models.
Research limitations/implications
The paper developed and tested a new measurement instrument that covers all the service aspects experienced by the student as primary customer in higher education. Further studies can also measure service quality of the universities in the perspective of other key stakeholders. The authors would recommend studying other possible antecedents which would have influence on satisfaction motivation and loyalty.
Practical implications
The findings suggested that it would be worthwhile for university leaders to make proper allocation of resources, to provide better educational services including support services and facilities. It is believed that this paper has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation.
Social implications
The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the Indian higher education (universities). These can only be achieved through a better understanding of the expectations of students and the importance placed by them on aspects such as teaching, administrative services, academic facilities, campus infrastructure, support services and internationalization. The paper identified that student perceived service quality is a key antecedent to student satisfaction, motivation and loyalty, which conveys that service quality is an important construct.
Originality/value
Previous studies have primarily focused on the relationship between service quality, satisfaction and loyalty. Along with the above, this paper includes students’ motivation and assesses the effect of service quality and satisfaction on motivation which was not previously used in services marketing research, especially in higher education sector. Higher education service holds some unique features like customers’ (student) cognitive participation in the service process, requirements of the students to be fulfilled by different parties and long-term continuous services. All these features require student participation. The results indicate that quality of academic and non-academic services play a vital role in motivating students to perform better in their academics.
The purpose of this paper is to analyze the influence of Perceived service quality, perceived value, Image on student satisfaction, and determine the consequences of student satisfaction in Syrian universities, In order to accomplish the objectives proposed, a model reflecting the influence of Perceived service quality, perceived value, Image on student satisfaction, and reflecting the relationship between satisfaction and behavioral consequences, the model is tested by structural equations and the final sample is 280 students, the findings Show that image has a positive effect on student satisfaction, and the satisfaction has a positive effect on student loyalty, and negative effect on student complaint, if higher education institutions have to compete through student satisfaction, It is proven by this paper that the construct which most influences student satisfaction in higher education is the image construct, also it is proven that if the student satisfaction rises, the loyalty will increase and complaint will decrease. Several studies have shown that, in general, students satisfaction is important to attract and retain customers, also the concept of student satisfaction is relativity new concept in Syrian universities Therefore, the research findings can be used by universities in enhancing the level of student satisfaction.
Given the importance of customers in the banking industry, this paper examines the effects of service quality dimensions on customer satisfaction and loyalty. Therefore, in line with how service quality dimensions in a bank forms customer satisfaction and loyalty, it has been tried to identify the constructs of each dimension to the directors and heads of Bank Mellat to help them design and implement appropriate and effective strategies to make their customers loyal. The population of this study is customers of selected branches of Bank Mellat in Iran and the samples consist of 150 of these people and the data have been collected by questionnaires. The sampling approach used to select these people was availability sampling method. After the analysis using structural equation modeling, GFI value equal to 0.93, NFI equal to 0.95, CFI equal to 0.98, RMSEA equal to 0.068 were obtained all of which were acceptable in the range and the model was validated. The results of this study indicate that the dimension of responsiveness has the greatest impact on customer satisfaction and loyalty. Among the dimensions of service quality, two dimensions of reliability and empathy didn't have significant impact on customer satisfaction.
Purpose
Given that there exists in the literature relatively little research into student experiences in transnational higher education, the purpose of this paper is to identify the determinants of student satisfaction at international branch campuses in the United Arab Emirates (UAE).
Design/methodology/approach
This quantitative study involved 247 undergraduate and postgraduate students at branch campuses in the UAE who completed a questionnaire using either hard copies or an online version.
Findings
It was found that levels of student satisfaction at UAE branch campuses were generally high. The factors that were most influential in determining whether or not a student at a UAE branch campus was satisfied overall with their institution were quality of lecturers, quality and availability of resources, and effective use of technology.
Research limitations/implications
Given that cultures, customs, traditions and social contexts vary considerably in different locations, the findings of this study are not generalisable across all international branch campuses globally.
Practical implications
The findings indicate that there remains scope for UAE branch campuses to further increase levels of student satisfaction. Managers might use the findings to review their own institution's performance, so that areas for improvement can be identified.
Originality/value
Given that the logit model developed had an 87.4 per cent success rate in predicting whether or not a student at a UAE branch campus was satisfied overall with their institution, this research has demonstrated the potential usefulness of logistic regression as a predictive and explanatory tool in education management.
We develop and empirically validate a student satisfaction modelling technology-enabled university environments. We use focus groups at a university in Dubai and an intensive literature review to propose a theoretical model that involves different types of student interactions; perceptions of infrastructure; and university branding as independent variables influencing student satisfaction as outcome variable. Using data collected from a random sample of 99 students, we empirically test the model using linear regression analysis. Two variables, branding and interactions of students with administrative staff are found to significantly influence student satisfaction, accounting for 61% of variance. Implications are discussed and suggestions for future research are given. With its specific context, the study requires replication in other countries to determine whether the findings are generalisable. This study is one of the rare occasions when a structural model of student satisfaction in technology-enabled environments in the Middle East has been subjected to empirical scrutiny.
The main purpose of this study was to investigate the factors that might be associated with students’ attitudes towards science. The participants were 1745 students from secondary schools and universities across Australia. The results of factor analysis, descriptive statistics, Tukey’s post hoc test and correlation analysis demonstrate that there were statistically significant differences between male and female students. Finally, the study provides a valid and reliable instrument. Implications of this study for future research are also discussed.
Purpose
The aim of the study is to develop a TQM model of academic excellence and empirically establish a relationship between TQM implementation and students' satisfaction of academic performance.
Design/methodology/approach
A sample of students from ISO and non‐ISO engineering institutions from South India has been taken for the study. Statistical measures like mean, t ‐test, correlation and regression analysis were used.
Findings
The results reflect that ISO 9001:2000 engineering institutions are moving towards the path of TQM offering better quality of educational service than the non‐ISO institutions. A relationship between the five TQM constructs and students' satisfaction of academic performance has also been established.
Research limitations/implications
This study has been conducted in higher engineering education from the students' perspective only. The study is limited to the privately funded engineering institutions. Research relating to other types of institutions namely the government institutions and the deemed universities can be taken up in future.
Practical implications
The academic excellence model developed in this paper can be effectively implemented in the higher educational institutions to enhance the quality of education and students' satisfaction.
Originality/value
5C TQM excellence model is unique. Suggestions to educational authorities interested in improving the quality of education are valuable.
Suggests that, in higher education management in the 1990s, a strategy utilized by increasing numbers of organizations for effective change and sustained competitive advantage is TQM. Aims to determine the advantages of TQM and how TQM can be applied effectively and efficiently in higher education institutions. Develops a higher education TQM excellence (HETQMEX) model based on fundamental concepts of service quality: five-S, marketing and education quality control, quality control circles, ISO 9000 and total preventive maintenance. Acknowledges the diversity of customers which TQM must satisfy and highlights some of the problems encountered in implementing the model, based on well-founded research and experience of the authors.
The American Customer Satisfaction Index (ACSI) is a new type of market-based performance measure for firms, industries, economic sectors, and national economies. The authors discuss the nature and purpose of ACSI and explain the theory underlying the ACSI model, the nation-wide survey methodology used to collect the data, and the econometric approach employed to estimate the indices. They also illustrate the use of ACSI in conducting benchmarking studies, both cross-sectionally and over time. The authors find customer satisfaction to be greater for goods than for services and, in turn, greater for services than for government agencies, as well as find cause for concern in the observation that customer satisfaction in the United States is declining, primarily because of decreasing satisfaction with services. The authors estimate the model for the seven major economic sectors for which data are collected. Highlights of the findings include that (1) customization is more important than reliability in determining customer satisfaction, (2) customer expectations play a greater role in sectors in which variance in production and consumption is relatively low, and (3) customer satisfaction is more quality-driven than value-or price-driven. The authors conclude with a discussion of the implications of ACSI for public policymakers, managers, consumers, and marketing in general.
Supply chain management (SCM) emerged in the early 1980s as a result of the rapidly changing and challenging business environments in many industries. SCM is a consequence of the increased necessity for holistic considerations in, between and across companies’ business activities and resources in and between marketing channels, in order to improve the overall performance towards the ultimate consumer in the marketplace. SCM’s generic theoretical foundations are derived from time-, functional-, and relationship-dependencies in, between and across companies’ business activities in marketing channels. There are major similarities and minor differences in the theoretical boundaries between SCM and Alderson’s interpretation of a functionalist theory of marketing. The author argues that the theoretical origin of SCM is derived from, and underpinned by, a part of this functionalist theory of marketing. Furthermore, there is a need for a generic re-definition and expansion of the theoretical boundaries of SCM towards the incorporation of horizontal dependencies between marketing channels in the marketplace.
Examines the concept of institutional (university) image from a cultural studies approach and from a quantitative perspective. Building on these and other research findings, posits that multiple changing images exist within each individual and that these images are affected by certain factors. Examines university image from an external stakeholder perspective, based on a telephone survey study of respondents from across the university’s home state. The results confirm multi-image conceptualization of the university setting and, importantly, examine the factors – personal, environmental, and organizational – that give rise to the multiple image concept. Complementing much corporate image research that views image(s) as primarily controlled by the organization, these findings suggest that corporate image, considered also as a receiver-oriented and audience-specific construct, can vary as a function of other, external, determining factors but that organizational factors are, nevertheless, very influential factors for one’s decision making about image.
A proposed integrative approach measured consumer response to various incentives to switch brands. The response measure consisted of both actual behavior (i.e., switching behavior) and an evaluative measure, which underlies the behavior. Self-perception theory was utilized to assess consumer switching behavior in response to intrinsic versus extrinsic motives. The integrative approach was tested in the context of a multistage longitudinal field study concerning five product classes. Findings show that there is a difference depending upon whether switching behavior was induced by extrinsic (e.g., price, coupon) or intrinsic (e.g., a desire to try a new brand) incentives. Unlike intrinsically induced switching, extrinsic incentives motivated consumers to switch despite a high level of satisfaction with the last purchased brand. However, this switching behavior resulted in weaker intentions to repurchase the new brand.
Suggests that, despite hundreds of publications on consumer satisfaction and service quality, little work has been done to clarify the conceptual basis of these constructs; theorists in the area of service quality argue that the popular press does not differentiate between these two constructs. Clarifies the relationship between consumer satisfaction and perceived service quality using a scenario specific to higher education. Also suggests a model of perceived service quality that could be used in higher education institutions. Discusses conceptual and managerial implications of the findings.
With data collected from 395 students of a business school, investigates the role of institutional image and institutional reputation in the formation of customer loyalty. The results indicate that the degree of loyalty has a tendency to be higher when perceptions of both institutional reputation and institutional image are favourable. The results also show that the addition of the interaction term between both constructs helps to explain more customer loyalty. Discusses research and managerial implications.
textlessptextgreaterThe authors investigate the conceptualization and measurement of service quality and the relationships between service quality, consumer satisfaction, and purchase intentions. A literature review suggests that the current operationalization of service quality confounds satisfaction and attitude. Hence, the authors test (1) an alternative method of operationalizing perceived service quality and (2) the significance of the relationships between service quality, consumer satisfaction, and purchase intentions. The results suggest that (1) a performance-based measure of service quality may be an improved means of measuring the service quality construct, (2) service quality is an antecedent of consumer satisfaction, (3) consumer satisfaction has a significant effect on purchase intentions, and (4) service quality has less effect on purchase intentions than does consumer satisfaction. Implications for managers and future research are discussed.
Purpose
This paper focuses on the determinants of student satisfaction and retention in a college or university that are assumed to impact students' college experience.
Design/methodology/approach
Using empirical data and Herzberg's two‐factor theory, a modified version of the questionnaire developed by Keaveney and Young was administered to approximately 160 undergraduate business students at a state university in South Central Pennsylvania. Using path analysis, the hypothesized effects were tested empirically by incorporating a comprehensive set of independent variables and self‐reported experiential assessments to predict experience, which in turn related to student satisfaction.
Findings
The results indicate that the path coefficients from faculty and classes to students' partial college experience are consistent with the assumption that these are key factors that influence student partial college experience. Also, the path coefficient from student partial college experience to satisfaction was consistent with Herzberg's two‐factor theory. In addition, students who have a positive college experience are more likely to be satisfied with the college or university than students who do not have a positive college experience.
Research limitations/implications
By focusing on antecedents of student satisfaction, colleges and universities can align their organizational structure, processes and procedures to become more customer‐oriented. Small sample size and self‐explicated retention data are the limitations of this study.
Practical implications
It is recommended in this study that the changing nature of the higher education marketplace encourages college administrators to apply the customer‐oriented principles that are used in profit‐making institutions.
Originality/value
Using a satisfaction model and a comprehensive set of independent variables and self‐reported experiential assessments to predict experience, this paper provides empirical findings to understand student satisfaction in higher education institutions.
Despite the attention for corporate, brand and product images, only few studies focus on methodological comparisons of image research methods. This article presents a comparison of two current instruments: the Q-sort method and a Likert attitude questionnaire. The study applies both methods to measure the image of beef, using the same assertions in similar samples of consumers. The two methods produce consistent results, but differ in the possibilities of data analysis and interpretation. An advantage of the Q-sort method is that it offers straightforward insights in the underlying structure of image within audience segments. On the other hand, the Q-sort method does not give overall indications of an image, and limits occur for analyzing the relationships between image and other variables.