A conceptual overview of a holistic model for quality in higher education

Srikanthan, G.; Dalrymple, John

doi:10.1108/09513540710738647

Cited by 87 publications

(85 citation statements)

References 14 publications

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“…The concept of student satisfaction addressed in this study should therefore always be seen as a "means to an end" with the end being the transformation of students (e.g. Srikanthan and Dalrymple, 2007;Harvey and Knight, 1996), following a learning-oriented approach. For this purpose, professors should give students a very good learning experience and valuable studentprofessor interactions.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Understanding the characteristics of effective professors: the student's perspective

Gruber

Reppel

Voss

2010

Journal of Marketing for Higher Education

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ABSTRACT. Increasingly, higher education institutions are realizing that higher education could be regarded as a business-like service industry and they are beginning to focus more on meeting or even exceeding the needs of their students. Recent research findings suggest that the factors that create student satisfaction with teaching ("teaching satisfiers") may be qualitatively differently from the factors that create dissatisfaction with teaching. Thus, this research uses the Kano Methodology to reveal the characteristics of professors that students take for granted ("Must-be factors") and that have the potential to delight them ("Excitement factors"). Kano questionnaires containing nineteen attributes of effective professors taken from previous studies and focus group discussions were handed out in two marketing courses to 63 postgraduate students enrolled in a service marketing course. The Kano results corroborate previous US findings that revealed the importance of personality in general and support studies that stress the importance of professors creating rapport with their students in particular.Keywords: Student Satisfaction, Educational Services, Quality Attributes, Effective Professors, Kano Methodology CHARACTERISTICS OF EFFECTIVE PROFESSORS 2 INTRODUCTION AND BACKGROUNDIncreasingly, higher education institutions are realizing that higher education could be regarded as a business-like service industry and they are beginning to focus more on meeting or even exceeding the needs of their students. Watson (2003) and Narasimhan (2001) for example maintain that fee-paying students expect "value for money" and behave more like customers. As students are increasingly seen as customers of higher education services (e.g. Arambewela et al., 2005;Maringe, 2005), their satisfaction should be important to institutions that want to retain existing and recruit new students (Helgesen & Nesset, 2007). Study results indicate that the recruitment of students is several times more expensive than their retention (Joseph et al., 2005).Universities should therefore try to monitor students' levels of satisfaction and decrease sources of dissatisfaction if possible in order to retain students (Douglas et al., 2008). Similarly, Appleton- Knapp & Krentler (2006) suggest that students' satisfaction with their educational experience should be a desired outcome, in addition to learning and knowing what attributes of professors are desired by students, may improve the overall education process (Faranda & Clarke, 2004).Given the need for more research on classroom service encounters , this research study is exploratory in nature. This paper explores how students perceive the attributes of professors and how satisfied they are with them. In particular, the research examines which attributes of professors are likely to cause satisfaction and which dimensions predominately lead to dissatisfaction. Knowing what students regard as satisfactory and dissatisfactory attributes helps professors improve the classroom experience either by improv...

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Section: Implications and Conclusionmentioning

confidence: 99%

Understanding the characteristics of effective professors: the student's perspective

Gruber

Reppel

Voss

2010

Journal of Marketing for Higher Education

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“…In Australia, this fi eld has been studied by Srikanthan and Dalrymple (2007), who draw attention to the fact that the quality of tertiary education is closely bound to the transformation of students. The transformation means the process of students' ability and skill enhancement in order to make them professionals who will contribute eff ectively to their future employers' goal achievement.…”

Section: Satisfactionmentioning

confidence: 99%

The Conceptual Scheme for Managing University Stakeholders' Satisfaction

Schüller¹,

Chlebovský²,

Doubravský³

et al. 2014

Acta Univ. Agric. Silvic. Mendelianae Brun.

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Universities have to face many changes in the sector of higher education caused by the current dynamic development in this sector. With the decline in state support, increased competition and unfavourable demographic progress, universities are forced to establish and improve their relationships with new and existing stakeholders. Research on relationships among universities and stakeholders has historically focused on the diff erent factors and their infl uence on improving stakeholder satisfaction with the quality of university services and on strengthening cooperation. Some studies are focused on stakeholders' classifi cation according to their importance for higher education institutions. However, there are fewer scientifi c studies which concentrate on the intricacies of managing stakeholder satisfaction according to key areas of Universities. This study aims to design a conceptual scheme for managing stakeholder satisfaction depending on the importance of stakeholders in the key fi elds of Universities. The research was done in three steps. As the fi rst stage, university stakeholders were identifi ed via interview. In the second stage, the following key fi elds relating to university activities were identifi ed via focus group -education, science and research, premises and technology. In the third stage, the importance of the particular stakeholders was identifi ed for the fi elds mentioned in the stage two. In order to gain the necessary information, a set interview method was chosen. Native students were identifi ed as the most important stakeholder for the fi eld -education, academic staff as the most important for the fi eld -research and development and enterprises as the most important stakeholder for the fi eld -premises and equipment. The results of the research conducted provided the authors with a convenient base for formulating the conceptual scheme for managing stakeholder universities' satisfaction.

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“…The Generic Quality Model (GQM) Srikanthan and Dalrymple (2007) developed this model based on a synthesis of other quality models and approaches previously discussed in the literature. It focuses on student learning experience and an active collaboration at the educational delivery level as a basis for quality.…”

Section: 426mentioning

confidence: 99%

Quality and quality assurance in Ethiopian higher education

Kahsay¹

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A conceptual overview of a holistic model for quality in higher education

Cited by 87 publications

References 14 publications

Understanding the characteristics of effective professors: the student's perspective

Understanding the characteristics of effective professors: the student's perspective

The Conceptual Scheme for Managing University Stakeholders' Satisfaction

Quality and quality assurance in Ethiopian higher education

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