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Article
Publication date: 25 April 2020

Anwar Khamis Alsheyadi and Jawaher Albalushi

The purpose of this paper is twofold: first, to examine the interaction of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality

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Abstract

Purpose

The purpose of this paper is twofold: first, to examine the interaction of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality (SERVQUAL) and student satisfaction (SS), and second, to explore the mediating role of cross-functional collaboration (CFC) on these relationships.

Design/methodology/approach

The structural equation modelling was used to examine the direct and mediated effect models using data collected through a survey of 352 students from 18 higher education institutes (HEIs) in Oman.

Findings

The statistical analysis confirms our main hypotheses. First, the centrality of tangibles, reliability, assurance, responsiveness and empathy dimensions of the service quality was established in the direct effect model, while the importance of tangibles and responsiveness was not confirmed in the mediated effect model. Second, it approved the partial mediation effect of CFC on the five dimensions of SERVQUAL and satisfaction.

Research limitations/implications

Service quality, level of CFC and relative SS in higher education could be subjected to contextual verification and evaluation of these internal and external contextual factors should be considered.

Practical implications

Several implications are highlighted for the effective development of the service quality of student affairs departments (SADs), the development of CFC for effective management, development and deployment of various student affairs initiatives.

Originality/value

This paper satisfies the need to validate the SERVQUAL model in different contexts such as SADs, and the need to investigate the possible mediating effect of other factors on SERVQUAL dimensions and satisfaction to show how the latter can be achieved.

Details

The TQM Journal, vol. 32 no. 6
Type: Research Article
ISSN: 1754-2731

Keywords

Article
Publication date: 2 May 2017

Magdy A. Khalaf and Nevien Khourshed

The purpose of this paper is to promote and analytically verify an advanced assessment design to evaluate service quality (SQ) especially in postgraduate higher education.

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Abstract

Purpose

The purpose of this paper is to promote and analytically verify an advanced assessment design to evaluate service quality (SQ) especially in postgraduate higher education.

Design/methodology/approach

This research adopts a quantitative approach through a survey method. A structured questionnaire was designed as a means for collecting data. Data were collected from 182 postgraduate students in an Egyptian higher education university. Data were examined by exploratory factor analysis to pinpoint the main irregularities explained by the extracted factors. Then, confirmatory factor analysis was carried out to filter the ratios and empirically test the assessment efficiency of the developed model.

Findings

The final model consists of 33 items loaded into eight dimensions for measuring performance-based SQ of the postgraduate higher education. The results are satisfactory in terms of unidimensionality, trustworthiness, and validity tests.

Research limitations/implications

Although the empirical results are significant, a comparative study can identify relative strengths and weaknesses of this model.

Practical implications

For improving postgraduate higher education institutions’ quality, this paper highlights some dimensions and attributes that should be considered.

Originality/value

The literature proposes that there is an opportunity to handle SQ from the point of view of postgraduate students covering different contexts to further build a more comprehensive structure specifically for postgraduate higher education SQ. This paper deals with this research gap with analytical confirmation within the context of postgraduate programs in an Egyptian university.

Details

International Journal of Quality & Reliability Management, vol. 34 no. 5
Type: Research Article
ISSN: 0265-671X

Keywords

Article
Publication date: 20 February 2007

Pauline S. Swartz, Brian A. Carlisle and E. Chisato Uyeki

The purpose of this paper is to provide strategies that libraries and other campus organizations, especially student affairs offices, can employ to overcome common barriers to…

3316

Abstract

Purpose

The purpose of this paper is to provide strategies that libraries and other campus organizations, especially student affairs offices, can employ to overcome common barriers to building partnerships, and to establish, maintain, and nurture effective cross‐campus collaboration.

Design/methodology/approach

A brief history of the development of student affairs is provided, as well as concrete examples of collaborative services and projects developed by a campus student affairs office and an undergraduate library at a large, public research university. A review of relevant literature highlights collaborative relationships, guiding principles for success, and maintaining and nurturing partnerships.

Findings

Because librarians and student affairs professionals operate outside the curricular structure, these partnerships allow for more flexibility and creativity in programming. Services and programs that meet the needs of students and fulfill the individual missions in these areas are easily attained by identifying potential campus partners and common goals, and establishing priorities.

Practical implications

Although extensive research on collaboration between libraries and faculty can be found in the literature, a dearth of research exists on collaborations between libraries and student services. This paper provides valuable tools and lessons for librarians and student affairs professionals for establishing successful and sustainable cross‐campus programs and services.

Originality/value

This paper serves as one of the first comprehensive reviews of cross‐campus collaborative projects between an undergraduate library and a campus student affairs office.

Details

Reference Services Review, vol. 35 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 5 September 2016

Nadia Rubaii

This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper…

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Abstract

Purpose

This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper is presented in the context of the widespread acceptance of the importance of addressing social inequalities in Latin America and the critical role that public policy and public administration can have on advancing these goals.

Design/methodology/approach

International and national accreditation standards are compared using content analysis for their reference to social equity and diversity in their standards regarding faculty, students, curriculum content and learning outcomes. The research applies content analysis of key documents and thematic coding.

Findings

International accrediting agencies that focused explicitly on programs in public affairs place a much greater emphasis on social equity and diversity than their national counterparts which accredit a full range of programs and institutions. National accrediting agencies assert the value of diversity, but their standards and reporting requirements suggest otherwise.

Research limitations/implications

The research suggests that international accreditation standards have the potential to advance social equity goals more effectively than national standards and that there is great potential to enhance this component of national accreditation standards. Implications for policymakers, accreditation professionals and scholars are identified.

Originality/value

The research is original in its focus on the role of accreditation in promoting social equity and its comparison of national and international standards. Although limited to Latin America and public affairs programs, the research provides a basis for examining similar patterns with respect to other disciplines and professions, and in other regions of the world.

Details

Quality Assurance in Education, vol. 24 no. 4
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 16 September 2022

Ha Thi Thu Bui, Quyen Thi Tu Bui, Thanh Thi Phuong Nguyen, Quang Huu Cao, Thuy Van Phung and Ha Thanh Nguyen

Service quality has been widely recognized as the core value of any higher education institution (HEIs), especially in the context of higher education reform in Vietnam. The paper…

Abstract

Purpose

Service quality has been widely recognized as the core value of any higher education institution (HEIs), especially in the context of higher education reform in Vietnam. The paper aims to assess the student’s perceived service quality using SERVPERF scale and to find the relations between perceived service quality, satisfaction and loyalty in one public university in Vietnam.

Design/methodology/approach

The self-structured questionnaire using SERVPERF scale was administered to 350 students currently attending full-time courses at the university. Confirmatory factor analysis was used to certify the elementary factors. The regression models were applied to determine the relationship between service quality, student satisfaction and student loyalty.

Findings

The findings revealed the significant relationships between student perceived service quality with satisfaction and loyalty. However, this relationship is mediated by student satisfaction.

Research limitations/implications

The study is limited to public university education service and examined the perspective of student as “primary customer”; therefore, generalizing the results to other service industries and other role of student as stakeholder or citizen should be used with caution.

Practical implications

The SERVPERF scale could be delivered regularly to get the student’s perception on the HEIs performance. The results should be taken for purpose of continuing quality improvement to enhance the satisfaction and loyalty, particularly in the context of highly competitive environment and university autonomous in Vietnam.

Originality/value

This is believed to be the first study in Vietnam with sufficient evidence to support the concept that service quality positively related to students’ satisfaction and loyalty and satisfaction as mediating factor.

Details

Quality Assurance in Education, vol. 31 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 22 December 2016

Stan M. Dura

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to…

Abstract

Purpose

This chapter acknowledges the current dearth of direct evidence of student learning and discusses the limited value academic and co-curricular transcripts (CCTs) provided to students, educators, and employers.

Methodology/approach

This chapter studies the myriad outlets in which students acquire useful academic and non-academic skills outside of the grade point system. Disadvantages in the arbitration and secular nature of the common transcript are also addressed.

Findings

Exploring and responding to the concerns from a diverse chorus of higher education constituents and calls for increased accountability and improved student learning in higher education, this chapter proposes the development of an outcomes-based CCT, as an extension of the traditional CCT, to take advantage of the rich and numerous learning opportunities within the living laboratory of co-curricular experiences where students repeatedly demonstrate and hone their skills and competencies throughout their collegiate experience.

Originality/value

The chapter discusses a number of examples and models of what such a program might look like and provides insights and suggestions as to how it could be implemented thoughtfully and effectively. It also explores several of the benefits and challenges associated with implementing an outcomes-based CCT.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

Keywords

Content available
Book part
Publication date: 30 July 2018

Abstract

Details

Marketing Management in Turkey
Type: Book
ISBN: 978-1-78714-558-0

Article
Publication date: 22 March 2024

Irish Tejero-Dakay, Lorafe Lozano and Rosana Ferolin

This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited…

Abstract

Purpose

This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience.

Design/methodology/approach

An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results.

Findings

Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction.

Research limitations/implications

Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way.

Practical implications

As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience.

Originality/value

In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 February 2008

Ramzi N. Nasser, Bechara Khoury and Kamal Abouchedid

The purpose of this paper is to survey students on their satisfaction with university services and programs in a coeducational Lebanese Catholic higher education institution. The…

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Abstract

Purpose

The purpose of this paper is to survey students on their satisfaction with university services and programs in a coeducational Lebanese Catholic higher education institution. The study attempts to relate self‐assessed knowledge of the university procedures, rules and regulations on six dimensions of satisfaction, being: academic experience, academic advisor, residential life, campus life, personal development opportunities, resources and student services.

Design/methodology/approach

A cluster random selection procedure was used to select n=870 students from within the university. Students rated 31 knowledge items and 33 satisfaction items. The study analyses student satisfaction in relation to their knowledge of procedures, rules and regulations. An Analysis of Variance (ANOVA) was run to determine differences between university class level, and knowledge level on satisfaction. In addition, a regression analysis was run to determine whether university class (freshmen, sophomore, junior, and senior level) and knowledge level (low, middle and high knowledge levels) were predictors of the satisfaction dimensions.

Findings

Generally, those who assessed their knowledge (of the services) as higher were more inclined to be satisfied. In addition, seniors in general were less satisfied with programs and services than freshmen students. Self‐rated knowledge and university level (freshmen, sophomores, juniors and seniors) significantly predicted satisfaction with both variables being highly associated (i.e. predicting) with satisfaction in academic advising.

Originality/value

Self‐enhancement theory suggests that those individuals with greater self‐worth have greater affective need to feel satisfied. Increased self‐worth is manifested in active roles of decision making and judgments about events that the individual experiences (Wells and Sweeney, 1986). Thus, self‐worth is highly correlated with knowledge about an aspect. This study shows that knowledge is an important predictor to satisfaction – i.e. the higher the knowledge the more satisfied students are likely to be.

Details

Quality Assurance in Education, vol. 16 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 23 November 2012

Freeman K.H. Chan and Alfred Lee

This paper aims to present the design of a new service in a self‐access language centre of a university in Hong Kong. A language action literacy program is being designed to…

Abstract

Purpose

This paper aims to present the design of a new service in a self‐access language centre of a university in Hong Kong. A language action literacy program is being designed to promote independent learning and to support undergraduates in developing preferred qualities, including what the Kano Model would classify as excitement qualities.

Design/methodology/approach

Quality Function Deployment (QFD) is the decision support tool for selecting the literacy program contents to echo the Voice of Customer (VOC). The QFD exercises undertaken include: a telephone survey with 12 employers rating the importance of customer requirements; the program designers selecting program contents that match the customer requirements; determining the relationship between the customer requirements and the program contents; calculating the importance weighting of program contents; and determining the correlation between the program contents. The categorization of qualities by the Kano model is followed when discussing customer satisfaction.

Findings

Independent learning was rated as the most important of 20 customer requirements, and excitement qualities such as Critical thinking, Innovation, Creativity were rated as important. The QFD exercises led to the recommendations that seven types of literacy (e.g. Critical literacy, Activism & advocacy) and functional grammar should be prioritized as main program contents for empowering undergraduates to make an impact on a community or profession.

Research limitations/implications

Since the sample size of the importance survey was small, the new program would have to be evaluated by larger‐scale surveys after piloting.

Originality/value

A review of literature found no report on QFD‐based design of self‐access language centre services; this study is likely the first of its kind.

1 – 10 of over 16000