Search results

In contrast to the reflective approach of service quality measurement, this paper aims to propose and validate a parsimonious multidimensional second-order formatively measured model of service quality for primary health-care services provided by hospital outpatient departments. The index’s empirical validity is examined by investigating the strength of its relationship with certain behavioral responses such as patient satisfaction and behavioral intentions.

Data were collected through a stratified random sampling from eight hospital outpatient departments in Greece. Covariance-based structural equation modeling techniques were used to validate the proposed service quality index and further investigate its effect on patient satisfaction and behavioral intention.

The data analysis indicated that the proposed formative index is fully functional with medical care being the factor and mostly contributes to service quality perception, followed by administrative service and staff performance, and facilities condition and nursing care. It, further, confirmed the partial mediating role of satisfaction, as it enhances the high impact of service quality on behavioral intentions.

The relationships among hospital outpatient departments service quality, patient satisfaction and behavioral intentions were validated with data from one country and a health-care system which is state driven and funded.

An understanding of hospital primary health-care service quality formation is important to health-care decision makers because it offers them the opportunity to consider patients’ needs and wants, and takes the appropriate actions for improving the relevant underling procedures in a more efficient manner to achieve favorable behavioral responses.

The paper manages to propose and empirically evaluate a formatively measured approach of service quality and investigate the effects of the proposed index on patient satisfaction and behavioral intention, especially in the hospital outpatient services context in Greece.

The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.

The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.

This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.

The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.

The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.

Invasive species are under the spotlight because of their detrimental effects on biodiversity. However, management of invasions presents multiple dimensions frequently difficult to disentangle. This complex topic has been tackled through a service-learning project on an invasive insect (Vespa velutina), a bee-eating species invading Europe. Specifically, this paper aims to assess the educational needs and motivations detected in a local population for the control of V. velutina, and evaluate the educational achievements of students participating in the project.

The paper illustrates how students prepared the service activity, which consisted in a quiz and interviews to public in a honey festival located in an area that has invested heavily in the control of the hornet. They informed visitors on its biology and impacts, and collected information on visitors’ knowledge and attitudes towards the hornet. This information was taken back to the class and discussed in an open debate.

The service activity uncovered important knowledge gaps of the local population and revealed the attachment to controversial control methods. Students acknowledged that the project met a real community need and valued the contact with the public, and the presentation of the project in the Faculty favored a debate on invasions management and biodiversity protection under the framework of campus sustainability.

While students are familiar with actions on campus sustainability, they are seldom confronted with the evaluation of management decisions on complex topics involving multiple dimensions. This service-learning project showed a good potential for fostering in-depth debates and promoting student engagement in campus sustainable initiatives.