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1 – 10 of 327Competitive pressure and declining incomes in higher education have propelled many universities to increase the number of students admitted as a means of increasing their income…
Abstract
Purpose
Competitive pressure and declining incomes in higher education have propelled many universities to increase the number of students admitted as a means of increasing their income, while the admitted students are regarded as “customers.” The purpose of this paper is to examine students’ beliefs regarding outcomes of the adoption of the student-as-customer concept and the interaction effects of these outcomes and the social influence on students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept.
Design/methodology/approach
The conceptual model was developed to investigate the interaction effects of the five outcomes of the student-as-customer concept's adoption – the universities’ aim toward student satisfaction, the instructors’ neglect of teaching, the impairment of instructor-student relationship, the ease of course achievement, and the improvement of universities’ service quality and social influence on the students’ attitudes toward acceptance of the student-as-customer concept, and their intentions to study at universities adopting this concept. Survey questionnaires were used to collect data from students studying at a large private university inclining to adopt the student-as-customer concept. The structural equation modeling technique was utilized for testing the proposed model.
Findings
The results indicate that students believe that the universities’ adoption of the student-as-customer concept will lead to improvement of the universities’ service quality and the degradation of educational quality in terms of the instructors’ neglect of teaching, the impairment of instructor-student relationship, and the ease of course achievement. The improvement of service quality has a positive effect on the students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. The students’ beliefs toward the degradation of educational quality, on the other hand, have indirect and negative effects on the students’ intentions to study at universities adopting the concept. Interestingly, the effect of social influence on students’ intentions to study at universities adopting the concept is greater than the effects of students’ beliefs toward outcomes of the concept.
Originality/value
This study is among the first research to empirically investigate the factors affecting students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. The paper fills the gap in the higher education literature and provides guidance for universities to consider and prepare for the consequences of the concept's adoption associated with the number of students who intend to study at their universities.
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Syed Ali Raza, Wasim Qazi, Komal Akram Khan and Syed Mir Muhammad Shah
The promising factor for success in a prevailing knowledge-based economy is the excellence in customer service. Private universities are now becoming customer- and…
Abstract
Purpose
The promising factor for success in a prevailing knowledge-based economy is the excellence in customer service. Private universities are now becoming customer- and service-oriented organizations due to the competition. Therefore, many educational institutions treat their students as customers and restructure their educational practice based on the concept of market consumption. Therefore, many educational institutions treat their students as customers and restructure their educational practice. The purpose of this study is to determine the students' preferences as customers while studying at private universities and factors that affect their intentions to study at private universities when they adopt the student-as-customer concept.
Design/methodology/approach
The research model is analyzed with structural equation modeling. The analysis is done with the application of the measurement model and the structural model. The measurement model is first evaluated by examining scale reliability, convergent validity and discriminant validity, whereas the assessment of the structural model is conducted for determining the predictive power and analyzing the hypothesized relationships between the proposed constructs through path analysis.
Findings
In the paper, seven path shows a significant and positive relationship. However, four relationships are positive but insignificant.
Originality/value
This study contributes to the literature theoretically as well as methodologically. Moreover, it is among the first research that is being conducted in Karachi. Secondly, this study developed a hybrid model by integrating one theory and a conceptual model to determine the factors affecting students' attitudes toward acceptance of the student-as-customer concept and their intentions. Therefore, this paper is useful in filling the gap in the higher education literature and also provides direction for universities to consider and prepare for the consequences of the concept's adoption associated with the number of students who intend to study at their universities.
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This paper seeks to evaluate the arguments for and against the proposition that students in higher education are “customers” and should be treated as such.
Abstract
Purpose
This paper seeks to evaluate the arguments for and against the proposition that students in higher education are “customers” and should be treated as such.
Design/methodology/approach
A critical review of the relevant literature from the domains of total quality management and marketing.
Findings
The debate is polarised, with advocates regarding it as self‐evident that students are customers and should be treated as such, while critics regard it as self‐evident that the incursion of the “customer” concept into higher education degrades educational standards and damages educator/student relationships.
Research limitations/implications
Researchers should investigate whether the adoption of the terminology, systems and processes of the “student‐as‐customer” leads to a degradation or improvement of the quality of education and level of service delivered to higher education students.
Practical implications
Ways are recommended in which the careful adoption of the term “customers” to refer to students could retain positive aspects – promoting the legitimate interests of students in the higher education system – while avoiding such potentially negative aspects as the problematic idea that “the customer is always right”.
Originality/value
The paper points towards a “middle way” by which educational policy‐makers and managers can obtain the benefits associated with a “customer orientation” while avoiding the difficulties associated with a simplistic interpretation of the customer concept.
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Angelito Calma and Camille Dickson-Deane
This paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation…
Abstract
Purpose
This paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation to measuring quality in higher education.
Design/methodology/approach
It provides a conceptual understanding of the literature on quality in the higher education context. It does so by examining the literature on students as customers, customer expectations, customer satisfaction and other management theories that have been applied to higher education.
Findings
It argues that the current bases for perceiving quality such as meeting customer expectations, satisfying the customer, ensuring quality control, meeting standards and assessing the cost associated with poor quality are in disagreement with the principal aims and measures of quality in higher education.
Research limitations/implications
This paper can certainly benefit from many other concepts in business that have been applied in higher education, which it lacks. It only focussed on a number of key and popular ideas in management theory that have been used in higher education more broadly.
Practical implications
Student-focussed quality initiatives can be devoid of the student as customer concept. How programs, subjects and experiences are curated can be solely for the purpose of continuous improvement. Second, universities that choose to treat the student as a customer may find it beneficial to apply a relationship marketing approach to higher education. Lastly, those against the student as customer concept may focus on the long-term impact of quality initiatives such as promoting lifelong learning, building long-term relationships with alumni and employers and those that further promote academic integrity.
Originality/value
Some considerations have been offered. These considerations revisit the basic notions of teaching and learning in higher education. It puts an emphasis on sidestepping the student as customer metaphor, that learning is not expressed in dollar terms, and that the quality of the student experience cannot be measured by student evaluation alone because it is felt much later in life.
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The marketing concept is an idea that has been adopted in non‐marketing contexts, such as the relationships between universities and their students. This paper aims to posit that…
Abstract
Purpose
The marketing concept is an idea that has been adopted in non‐marketing contexts, such as the relationships between universities and their students. This paper aims to posit that marketing metaphors are inappropriate to describe the student‐university relationship.
Design/methodology/approach
The authors provide a conceptual discussion of the topic.
Findings
The use of marketing metaphors appears sometimes to be indiscriminate and the appropriateness to use them in student‐university relationships is questioned in this article.
Research limitations/implications
This notion of students as customers has caused a misinterpretation of the relationship between universities and students.
Practical implications
Students should not be viewed as customers of the university, but as citizens of the university community. The contention contained within this paper is that the customer metaphor is inappropriate to describe students' relationships to universities.
Originality/value
The use of marketing buzzwords does not contribute to a correct description or an accurate understanding of the student‐university relationship. On the contrary, misconceptions and misunderstandings flourish due to misleading terminology and contradictory vocabulary. These frameworks tend to be illusionary if used in non‐marketing contexts, such as universities.
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Martina G. Gallarza, Teresa Fayos, Rosa Currás, David Servera and Francisco Arteaga
Since universities adopted a “Student as Customer” approach, student consumer behavior is a field of study which has become crucial. In the European higher education area, more…
Abstract
Purpose
Since universities adopted a “Student as Customer” approach, student consumer behavior is a field of study which has become crucial. In the European higher education area, more understanding is needed on International students, and more precisely on Erasmus students. The purpose of this paper is to validate a multidimensional scale to assess Erasmus students’ value expectations (i.e. expected value) on the basis of costs and benefits in their choices as consumers of an academic experience abroad.
Design/methodology/approach
A survey conducted on a sample of 192 students from 50 universities show the role of functional, social and emotional values along with costs of time and effort in the perceived value of an Erasmus experience.
Findings
After validating the five scales, the results show that social and emotional are the aspects were students’ expected value dimensions are the highest, as the Erasmus experience is expected to enrich their studies and enable them to boost their self-confidence, while functionally helping them to find a job in the future. Concerning the sacrifices, the Erasmus experience has a high cost with regard to effort, time and energy, but students are willing to go through it: an Erasmus stay is seen as a good investment, whose benefits will be reaped in the long run.
Originality/value
The contribution of this paper comes from the scope and the target: a multidimensional trade-off approach to the expected value of the Erasmus experience. Other works have already depicted the educational experience through the value concept, but none, to the best of the authors’ knowledge, has measured expected value on the pre-purchase phase for Erasmus students.
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Katie Burn, Matthew Cunningham, Liz Waller, Emma Walton and Graham Walton
In higher education libraries, the concept of the user experience has increased in profile and importance. The concept of the “student as customer” has generated much debate but…
Abstract
Purpose
In higher education libraries, the concept of the user experience has increased in profile and importance. The concept of the “student as customer” has generated much debate but there is general agreement that universities need to be more successful in meeting student expectations. A key strategic area for university libraries has been to adapt and improve their physical spaces to ensure that they are still relevant for today’s students. York and Loughborough University Libraries have both undergone building refurbishments and both are committed to monitoring and reviewing services and spaces. The paper aims to discuss these issues.
Design/methodology/approach
There were various constraints which very much influenced the methodology. These included: avoiding survey overload no resource allocation an acknowledgement that the methodology employed needed to combine rigour and validity with a pragmatic approach to data collection. A joint project team was established of representatives from each university. A questionnaire created on Google Forms was administered by staff with individuals in the library and entering the data onto a iPad.
Findings
Findings provide evidence of use across a range of users along with valuable information on who is using our library spaces and for what purpose.
Originality/value
This research is a rich contribution to the evidence based around student’s learning in universities. It benefits from the expertise and knowledge of two university libraries. As university’s continue to develop learning spaces, this work will enable further investigation around what makes a successful learning space and what makes the library a destination of choice.
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In the modern “student focused” university setting, quality assurance and continual service improvement have become more and more important in the delivery of academic library…
Abstract
Purpose
In the modern “student focused” university setting, quality assurance and continual service improvement have become more and more important in the delivery of academic library services. Working in partnership with their students, academic libraries can enable meaningful engagement, through qualitative methods which allow individual students to contribute to performance measurement activities and service development. The purpose of this paper is to discuss how qualitative methods can be used to engage students in the performance measurement activities of academic libraries.
Design/methodology/approach
Through a review of relevant literature, discussion around the main themes and some case study examples, this paper illustrates how effective student engagement through qualitative methods can contribute to the quality assurance, performance measurement and ultimate service improvement of academic libraries.
Findings
The paper focuses specifically on focus group and reflective methods and also details some elements of user experience (UX) which brings together different qualitative techniques available for academic libraries. The paper concludes with a feature case study which discusses how meaningful student engagement was achieved through a large-scale UX project at the University of the Arts, London.
Originality/value
The paper brings together many different discussions around qualitative methods in performance measurement and is original in its discussions around such activity as student engagement initiatives.
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Mark Durkin, Seamas McKenna and Darryl Cummins
Through examination of a case study this paper aims to describe a brand re‐positioning exercise and explore how an emotionally driven approach to branding can help create…
Abstract
Purpose
Through examination of a case study this paper aims to describe a brand re‐positioning exercise and explore how an emotionally driven approach to branding can help create meaningful connections with potential undergraduate students and can positively influence choice.
Design/methodology/approach
The paper's approach is a case study description with quantitative analysis in support.
Findings
The use of an emotionally driven branding concept has positively impacted business development and brand likeability within a UK university.
Research limitations/implications
The paper is specific to one case study and evaluation of success remains relatively early. Initial implications relate to the potential use of emotion in higher education marketing communications and how the use of emotion acted as an enabler of more rational decision‐making processes within the case university context.
Originality/value
An exploration of issues related to the marketing of higher education services is of great importance at this time. The case study described offers value and learning for readers of the journal from both a theoretical and practical perspective.
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Ahmad Raza Bilal, Tehreem Fatima, Khyzer Bin Dost and Muhammad Kashif Imran
Students' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to…
Abstract
Purpose
Students' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.
Design/methodology/approach
We used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.
Findings
The results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.
Originality/value
This research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.
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