Quantifying the quality of higher and technical education: salient perspectives

Kamat, Vivek B.; Kittur, Jayant K.

doi:10.1007/s13198-016-0428-0

Cited by 5 publications

(2 citation statements)

References 46 publications

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“…Initially, an extended literature review was performed to address the issue of service quality and assess suggestions and findings about the dimensions of service quality in the field of education (Kamat and Kittur, 2017; Silva et al , 2017; Ali et al , 2016). Furthermore, a number of previous instruments concerning service quality in special education, tertiary education for students with disability and technical and vocational education and training were analyzed to consider the items involved and identify variations and consistencies among the functional definitions of the instruments’ dimensions [T-VET (Ibrahim et al , 2014), ARCHSECRET (Vaughan and Woodruffe-Burton, 2011), EduQUAL (Mahapatra and Khan, 2007), SERVQUAL (Rigotti and Pitt, 1992)].…”

Section: Resultsmentioning

confidence: 99%

Development of the “special-vocational-education-service-quality scale”

Georgiadou

Vlachou

Stavroussi

2020

QAE

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Purpose The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications Generalization of results should be attempted with concern. The type and severity of disability should be considered in future use of the scale. The construct of training for students with disability needs to be further investigated. Practical implications SVE-Service-Quality Scale may be used in SVE settings highlighting areas of improvement or as an instrument for the assessment of implemented interventions. Social implications Participatory research may serve as an empowerment opportunity for students with disability, whose active engagement in the research design allows for a small-scale yet valuable social impact, promoting emancipation for people with disability. Originality/value The study draws attention on the field of SVE service quality where research is scarce, introducing SVE in the discussion about educational service quality assessment.

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Section: Resultsmentioning

confidence: 99%

Development of the “special-vocational-education-service-quality scale”

Georgiadou

Vlachou

Stavroussi

2020

QAE

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“…Several studies have described cases where certain criteria of educational quality become a priority, all resources are concentrated on achieving one goal, and other aspects tend to begin to be ignored (VIVEK, et al 2017). This is why the implementation of a university quality control system for the educational process involved a comprehensive approach.…”

Section: Discussionmentioning

confidence: 99%

Ensuring quality control of educational activities of higher educational institutions

Kolodii

Kostolovych

Kolomiiets

et al. 2021

Laplage

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The study aims to establish a general concept and stages of modeling the implementation of quality control of the educational process; to determine the assessment of employees of the institution of higher education presented an innovative model of quality control using automated learning and control systems (ALCS). The main method was the experiment, the study also used questionnaire and observation methods. The data was analyzed through content and thematic analysis. The main hypothesis is that the implementation models of quality control of education should be comprehensive, meet the mission and strategy of the educational institution and require continuous improvement. The result is the establishment of the main conceptual framework for the formation of an innovative model of quality control, should focus on quality education, use a wide range of advanced technologies, effective communication, improve learning strategies. A further perspective is to investigate the effectiveness of models of quality control of the educational process.

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Devising smart strategic framework for assessment of quality in engineering education

Kamat¹,

Kittur²

2019

Int J Syst Assur Eng Manag

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Quantifying the quality of higher and technical education: salient perspectives

Cited by 5 publications

References 46 publications

Development of the “special-vocational-education-service-quality scale”

Development of the “special-vocational-education-service-quality scale”

Ensuring quality control of educational activities of higher educational institutions

Devising smart strategic framework for assessment of quality in engineering education

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