This study aims to assess the relationships among quality dimensions in higher education (HE) and to determine the effect of each quality dimension on students' satisfaction.
A questionnaire was developed and distributed to 270 final year students of an engineering faculty in an Indonesian state university. Confirmatory factor analysis (CFA) was used to test the validity of the conceptual model and structural equation modeling (SEM) was conducted to measure the relationships that lie within the model.
The study reveals the relationships among quality dimensions in HE in the engineering faculty of this Indonesian state university. The results show that students' satisfaction was positively influenced by commitment of faculty management, the quality of course delivery, and the ease of giving feedback for quality improvement.
This study has limited scope because it was only conducted based on students' perceptions of an engineering faculty in one institution in Indonesia. However, the methods, models and instruments applied could serve as a basis for developing a measurement for evaluating quality in higher education more generally.
The instrument in this study will be useful to help policy makers in engineering HE institutions to assess the level of quality dimensions in their institution and the effectiveness of their quality program based on students' satisfaction. Furthermore, the conceptual relationships model can give deeper understanding of the quality dimensions that should be prioritized by top management. Lastly, top management should pay attention to their commitment to quality, course activities, and customer feedback and improvement.
This research promotes a methodology using SEM to assess relationships among quality dimensions in HE that can be helpful for top management when making decisions. The conceptual relationships model can also be easily reproduced to assess other engineering institutions' characteristics.
Ardi, R., Hidayatno, A. and Yuri M. Zagloel, T. (2012), "Investigating relationships among quality dimensions in higher education", Quality Assurance in Education, Vol. 20 No. 4, pp. 408-428. https://doi.org/10.1108/09684881211264028Download as .RIS
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