Analysis of the relationship between the quality of academic service and the behavioural intentions of university students

Abstract

This paper examines whether the behavioural intentions of students are driven by the quality of services provided by faculty management, academic and administrative staff. The sample included 517 students from the University of Novi Sad, Serbia. In order to investigate the relationship between academic service quality and behavioural intentions, hierarchical multiple regression analysis (HMRA) was conducted. Results of HMRA have shown that approachability and support of academic staff and support of faculty management have both statistically significant relation to behavioural intentions of students. The findings of this research study suggest that the improvement of the academic service quality might foster students' behavioural intentions.

Gambaran Kualitas Pembelajaran Daring, Pelayanan Akademik, dan Tingkat Kepuasan Mahasiswa di Masa Pandemi COVID-19

“…Tentunya peran pimpinan sangat diperlukan untuk mengatur jalannya pelayanan akademik. Pimpinan bertugas untuk memonitor, memandu, memberikan arahan, dan motivasi kepada tenaga kependidikan untuk selalu memberikan pelayanan yang prima demi meningkatkan kualitas pelayanan di suatu institusi pendidikan (Komariah et al, 2019) Peningkatan kualitas pelayanan akademik oleh tenaga kependidikan akan mempengaruhi tingkat kepuasan mahasiswa dan memiliki efek positif teradap perilaku mereka, sehingga hal ini dapat membantu mahasiswa untuk terus mengembangkan diri (Šereš, Lukić, and Rodić-Lukić 2019). Oleh karena itu sebuah institusi harus mengoptimalkan kualitas pelayanan akademik demi meningkatnya kepuasan mahasiswa.…”

Service Quality Dimension during Open and Distance Learning (ODL) in UiTM

“…The study will assist ODL strategists in determining the areas with the greatest number of ODL learners so that resources can be allocated more efficiently to areas that have a greater impact on service quality. This study will add up pedagogical dimension (Pereira, 2005), and unusual situation management (Sultan & Tarafder, 2007), delivery (Mpine & Asteria, 2019), accomplishment (Sembiring & Rahayu, 2019), cost & time (Perera, Abeysekera, Sudasinghe, Dharmaratne, 2017), behavioral intention (Perera & Abeysekera, 2019) and quality academic service (Šereš, Lukić, & Lukić, 2019).…”