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Presents the results of a case study to evaluate the effectiveness of a TQM programme in higher education. The academic advising office at the University of Houston College of Business Administration implemented a quality improvement programme called the TQM laboratory, which used the SERVQUAL instrument to assess student perceptions of service quality prior to TQM programme implementation, and then during the subsequent semester. Results yielded some implications regarding the trade‐off between high tech and high touch which may be of interest to managers. Specifically, the high‐tech focus of the TQM laboratory increased student perceptions of service quality regarding reliability and responsiveness. However, there was a corresponding decrease in the high‐touch area. Student perceptions of empathy decreased significantly with the implementation of the TQM laboratory.

As background information, the authors describe the Service Leadership Initiative (SLI), which provided pump-priming funding for government-funded universities in Hong Kong to develop educational programmes preparing students to become service leaders. The universities were expected to create opportunities for students to develop requisite task competencies, character strengths and caring dispositions through experiential learning. The authors also describe how, prior to the SLI, Lingnan University (LU) had already been building networks and systems for service-learning projects to benefit the community while furthering academic development, and this platform was helpful for service leadership development.

In the core of this chapter, the authors explain how faculty and staff members at LU have designed, structured and supported course embedded service-learning projects that were undertaken by teams of undergraduate students as vehicles for developing their attributes as emerging service leaders.

Based on our prior research into students’ accounts of negative and positive experiences, the authors identify and explain some unfavourable and favourable contextual factors for undergraduates’ development as emerging service leaders. The favourable factors are based on three preconditions: genuine service leadership responsibilities; community partner representatives as co-educators; and the students’ own readiness to practice as service leaders (as opposed to learning passively).

Based on students’ descriptions, the authors provide illustrations of how students practiced ten service leadership attributes in the context of service-learning projects conducted at local kindergartens, and about the further self-developmental needs they identified. This chapter concludes with the observation that the discrete service leadership attributes the authors identified appear in practice to be mutually supporting.

This study provides an analysis of the quality of service provided by a university health care center. Students’ expectations and perceptions of the center’s services are identified by a survey. A second survey was administered to the employees of the center to compare student perceptions to those of the employees. Based on the results of this study, specific recommendations are made to improve the performance of the center. The implementation of these recommendations should also reflect a change in the students’ perceptions about the quality of service provided by the center.

The paper examines the perceptions of overseas' students of the service quality delivered by 10 educational institutions in Western Australia. Their expectations in relation to service quality are also measured using the SERVQUAL model. Groups of students with distinct expectations are identified and these groups are plotted on a perceptual space diagram together with the 10 institutions. This provides a useful tool for market segmentation and diagnostic work to improve service quality dimensions.

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.

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.

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.

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.

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.

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.

The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education.

The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires.

Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available.

The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology.

The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses.

Students who are taken and studying online courses would be aware of Student Support Services.

This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

Higher education, and in particular libraries, have changed significantly over the last decade due to the adoption of technological advancements such as the Internet and the World Wide Web. The multitude of ways patrons can interact with librarians and library resources has been only the latest step in a very long process which started with traditional snail mail and the phone. As educators, librarians have always been interested in using new tools to improve services. These services are increasingly being made available to patrons who do not physically enter a library building. This paper looks at what library services are currently being offered to students at a distance in order to better plan for the future.

The majority of children receiving special education services in the United States are participating in the general education curriculum. Special education programming is closely regulated, creating environments where school districts must consider compliance issues, often neglecting the instructional needs of individual students. The Exceptional Children team in a large urban district in a Southeastern state created a “playbook” to support teachers and families in navigating and succeeding in a distance learning environment (District, 2020). This playbook will be useful for educators and families to ensure each and every child receives the assistance they need to be successful learners throughout their schooling.

One defining characteristic of service-learning as a pedagogical tool is its focus on reflection. Within service-learning programmes, students engage collaboratively with one another and community members, and are encouraged to reflect on the various aspects of their experience. The author argues that reflection is crucial for its contribution to service-learning, as a teaching methodology, and to service-learning’s cognitive, affective and social impact. Part of service-learning’s impact is its contribution to the development of inclusive attitudes and predispositions towards inclusiveness among school students and tertiary students, particularly pre-service teachers. The chapter recognises inclusivity as an element of quality teaching that helps students make connections with contexts outside the classroom, engage with different perspectives and ways of knowing and to accommodate all their peers and all those being offered service. The chapter recommends a particular approach to the expansion of thinking and practice that inclusivity requires, one based on the methodology of the Philosophy in Schools movement, which has its genesis in the work of John Dewey. That approach uses the mechanism of the Community of Inquiry to structure reflective activities in a way that facilitates the development of students’ critical and creative thinking and their capacity for substantive dialogue. Within the Community of Inquiry students are encouraged to engage with differing and perhaps novel perspectives as they respond to real-life service-learning experiences. Well-facilitated reflection gives students the opportunity to develop skills and dispositions conducive to deep understanding of concepts and issues that arise in discussion. It also helps to raise awareness of preconceptions and attitudes that can undermine inclusiveness in education. The chapter draws the conclusion that rigorous reflection serves as a stimulus to act to implement inclusive practices within service-learning projects on the basis of well-justified reasoning.

While research on intergenerational service learning has focused on the benefits for the students, very few studies have focused on the older adults who are the recipients of the service learning. For the current study, we were interested in the benefits of service learning for both the college students and the older adults who participated in a service-learning course. Qualitative data were collected from both the students in a sociology of aging service-learning class and the older adults who participated as recipients of the service learning. Data from the students were collected via student journals and open-ended questionnaire responses written by the students. Data from the older adults were collected via interviews by the students as well as open-ended questionnaire responses written by the older adults. The following themes emerged as benefits to students: (1) a better understanding and less fear of aging; (2) a desire to learn more about older adults; (3) a desire to engage more with older adults. The themes for the benefits to the older adults included (1) improved social connections and companionship and (2) becoming family. We found that engaging in intergenerational service-learning courses is beneficial to all those who are involved.