Developing a Service Quality Framework for a Special Type of Course

Surman, Vivien; Tóth, Zsuzsanna

doi:10.3311/ppso.12201

Cited by 7 publications

(7 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Taking the aforementioned features of these courses into consideration, a SERVQUALbased course evaluation questionnaire was developed. The questionnaire including 26 statements (see Table 5) is based on a 7-point Likert scale, where score 1 stands for the lowest, and score 7 for the highest value evaluating SQ issues by judging both importance and performance viewpoints (Surman & Tóth, 2019a). An additional question related to the overall SQ perception is included, and specific demographic questions as well as a place for narrative comments are also provided.…”

Section: Survey Development and The First Quantitative Resultsmentioning

confidence: 99%

“…Mizikaci, 2006), and module/course level (e.g. Kincsesné et al, 2015;Surman & Tóth, 2019a). The process demonstrated by Figure 2 reflects the macro level of institutional operation.…”

Section: Figure 1: the Degree And Direction Of The Influence Between mentioning

confidence: 99%

“…The project work courses are to prepare students to write a thesis Table 4. Continued and foster their successful entry to the labour market (Surman & Tóth, 2019a), their aims are shown in Figure 5 in the case of a program where three project works are to be accomplished. This type of course is strongly related to the quality attributes at course level (Table 4).…”

Section: Project Work Coursesmentioning

confidence: 99%

See 2 more Smart Citations

Investigating Service Quality Issues in Higher Educational Context

Surman

Tóth

2019

Zagreb International Review of Economics and Business

Self Cite

View full text Add to dashboard Cite

Recently, quality issues have been widely addressed in the higher education sector as a result of which the identification and the role of stakeholders have come to the forefront. When evaluating service quality in higher education, three distinct levels of operation could be taken into account, namely, institutional level, program or faculty level and course level, on which the relevant stakeholders perceive service quality by focusing on different attributes. Besides students considered as primary stakeholders, the academic staff is paid considerable attention as they have a direct influence on how students perceive educational service quality. The establishment of a course level service quality framework of a special course is presented in this paper by demonstrating not only the students’ but also the supervisors’ aspects through a student questionnaire, focus group discussions and personal interviews. These approaches resulted in a new, more sophisticated understanding of service quality on course level.

show abstract

Section: Survey Development and The First Quantitative Resultsmentioning

confidence: 99%

“…Mizikaci, 2006), and module/course level (e.g. Kincsesné et al, 2015;Surman & Tóth, 2019a). The process demonstrated by Figure 2 reflects the macro level of institutional operation.…”

Section: Figure 1: the Degree And Direction Of The Influence Between mentioning

confidence: 99%

Section: Project Work Coursesmentioning

confidence: 99%

See 1 more Smart Citation

Investigating Service Quality Issues in Higher Educational Context

Surman

Tóth

2019

Zagreb International Review of Economics and Business

Self Cite

View full text Add to dashboard Cite

show abstract

“…Mizikaci, 2006), and module/course level (e.g. Kincsesné et al, 2015;Surman & Tóth, 2019). The process demonstrated by Figure 2 reflects the macro level of institutional operation.…”

Section: Figure 2 Educational Services As Processesmentioning

confidence: 99%

Listening to the voice of primary stakeholders : Differences of measuring quality among the operation levels of higher education institutions

Surman¹,

Tóth²

2020

Gradus

Self Cite

View full text Add to dashboard Cite

The growing number of students enrolled in higher education and of the offered courses increasingly emphasizes the need for student-focused activities. Therefore, if sufficient attention is not paid to the evaluation of educational services and to the analyses of the results obtained, the quality of higher education services provided to students as key customers becomes unmanageable. In order to gain competitive advantage in the higher education sector where increasing marketization takes place, institutions have to identify their primary stakeholders as well as their needs and expectations. However, they should not only focus on students, since there are many other stakeholder groups involved in the key processes including e.g. academic staff with whom students have direct interactions and perceive educational service quality primarily through their lecturers' activity. When examining the quality of institutional services, different levels of measurement can be distinguished to each of which primary stakeholders, customers and quality dimensions could be identified. At all three levels (including institutional, program / faculty, course level), the state of the art focuses primarily on the voice of students and lecturers. In this research, the differences and similarities between the three aforementioned levels are demonstrated from the viewpoints of students and lecturers. As a result, three groups of quality attributes are identified on which quality measurement issues should be focused at each level.

show abstract

“…In the first example, the ServQual methodology of Parasuraman et al (1988) is adopted, while in the second one, the ServPref methodology by Cronin and Taylor (1992) is used. The quality of services depends to a large extent on the service sector that is being evaluated and the main stakeholders on which the evaluation focuses (Surman & Tóth, 2019). Therefore, the quality dimensions of the measurement scales adopted in the aforesaid models differ among service industries and need to be modified to suit each specific industry in which they are applied.…”

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2022 – Volume I

2022

View full text Add to dashboard Cite

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS).Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge.We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes.

show abstract

Developing a Service Quality Framework for a Special Type of Course

Cited by 7 publications

References 67 publications

Investigating Service Quality Issues in Higher Educational Context

Investigating Service Quality Issues in Higher Educational Context

Listening to the voice of primary stakeholders : Differences of measuring quality among the operation levels of higher education institutions

Education and New Developments 2022 – Volume I

Contact Info

Product

Resources

About