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Article
Publication date: 10 December 2019

Maximus Gorky Sembiring and Gayuh Rahayu

Service quality and satisfaction in the ODL setting related to students’ accomplishments (performance, loyalty and career) were reconsidered. It was aimed at exposing the…

Abstract

Purpose

Service quality and satisfaction in the ODL setting related to students’ accomplishments (performance, loyalty and career) were reconsidered. It was aimed at exposing the moderating role of satisfaction on service quality and accomplishment. It was also of interest to scrutinize how, in what routines determinants engaged interdepended. The paper aims to discuss these issues.

Design/methodology/approach

This study utilized an exploratory design. It was qualitatively identified first that service quality included tangible, empathy, assurance, reliability, responsiveness and referral factors. It preceded to satisfaction (perceived from academic, operational and managerial attitudes). Satisfaction led to accomplishment. Quantitatively, service quality, satisfaction and accomplishment were identified as independent, moderating, and dependent variables, respectively. Respondents, 500 Universitas Terbuka graduates, were randomly pursued to accumulate data by a survey. Methodically, importance-performance analysis (IPA) and customer-satisfaction index (CSI) were used to figure out satisfaction and their importance degree. Nine hypotheses were developed and examined using structural-equation modeling to visualize the loading factors.

Findings

Replies from 163 respondents were completed. Seven of nine hypotheses were validated. It was distinguished that reliability influencing satisfaction, they were empathy, assurance and responsiveness; excluding tangible and referral. Satisfaction influenced performance, career, and loyalty. IPA-CSI analysis recognized 15 (of 21) attributes as the pillars of service quality.

Originality/value

Despite the qualitative framework was improperly approved by quantitative procedure, they were methodically reliable. It was supported by the fact that nine cut-off values of goodness-of-fit requirements harmonized. Additional inquiry is therefore required to tail off variances by integrating a more appropriate approach, amplifying theoretical coverage, and/or extending population/sample size.

Details

Asian Association of Open Universities Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

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Article
Publication date: 7 May 2020

Maximus Gorky Sembiring and Gayuh Rahayu

This paper aims to explore the origins of providing quality satisfied open educational resources (QS-OER) related to Making Indonesia 4.0. It was aimed at exploring…

Abstract

Purpose

This paper aims to explore the origins of providing quality satisfied open educational resources (QS-OER) related to Making Indonesia 4.0. It was aimed at exploring plausible determinants perceived by faculty. It was also of interest to reveal how, in what routines associated factors were interrelated.

Design/methodology/approach

An exploratory design was used. A conceptual framework was first established through a literature review and focus group discussion. Conceptually, QS-OER included presage, pattern, process, product, practicability, prospective and power (7Ps). QS-OER had direct effects on hard, soft, social and life skills (4Ss). The operational framework was then established with 7Ps, QS-OER and 4Ss as independent, moderating and dependent variables, respectively. The population of 631 from Universitas Terbuka faculty was included in the study. Respondents were randomly chosen to accumulate data through a survey. Methodically, importance–performance analysis (IPA) and customer-satisfaction index (CSI) were emulated to measure satisfaction level and importance degree. Eleven hypotheses were assessed under structural equation modeling.

Findings

Seven hypotheses were validated following 211 returned responses from respondents. Product was the most influential factor to QS-OER, followed by power, practicability, pattern and prospective, whereas presage and process were excluded. QS-OER influenced hard and soft skills, but social and life skills were excluded. IPA-CSI chart identified 21 (of 32) attributes as the pillars of QS-OER.

Originality/value

The quantitative framework was statistically dependable despite two of nine cut-off values that are slightly below the goodness-of-fit criteria. The study recognized the variance of qualitative versus quantitative results. Further inquiry is vital to diminish divergence by incorporating more relevant methods, augmenting theoretical exposures and/or enlarging sample size/population.

Details

Interactive Technology and Smart Education, vol. 17 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

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