Satisfaction and value-in-use perceived by university students from the influence of the built environment, price fairness and teaching care

Abstract

PurposeThis research goal was to analyze factors that may influence value-in-use and satisfaction perceived by university students, from the built environment, price fairness and teaching care.Design/methodology/approachFor this purpose, a survey was conducted with 900 students from a university in southern Brazil.FindingsThe main results proved that the antecedents considered in the study have a significant and positive influence on the value-in-use and satisfaction of university students. Furthermore, the built environment, price fairness, teaching care and satisfaction explained 87.8% of the value-in-use of students, while the built environment, price fairness and teaching care explained 74.9% of student satisfaction.Originality/valueThe study proved that after receiving the educational service, if the student can apply his or her acquired knowledge and skills, he or she will find a fair price, will be satisfied and will obtain value in the service purchased. Thus, even if the educational market is changing in recent years, the importance of the teacher and the built environment are factors that influence price fairness and increase the satisfaction and value-in-use perceived by the student.

Customers’ positive WOM toward m-banking: a standpoint of extended fairness theory and value-in-use

“…Unexpectedly, this study reported that SAT does not significantly influence VIU. This result contradicts the previous argument of Da Silva et al (2022). However, this finding does not necessarily mean that SAT is not crucial.…”

“…Da Silva et al (2022) demonstrated a close relationship between SAT and VIU as after receiving services from universities, students assess the services and gain their perception of the outcomes from these services. VIU was used in different contexts, including sustainable tourism (Font et al, 2021), B2B market (Prohl and Kleinaltenkamp, 2020), university services (Da Silva et al, 2022) and residential buildings (Da Silva et al, 2020). However, the interpretation of the influence of SAT on VIU in m-banking has not yet been considered.…”

“…They have feelings and emotions only after using products and services. Researchers substantiated that SAT is a motivator of VIU toward products and services (Da Silva et al, 2022). After using products and services, customers will generate feelings, judgment and perceptions of the results obtained with these products and services.…”

“…VIU plays an important role in reinforcing feelings, including SAT and trust (Bruns and Jacob, 2016). Da Silva et al (2022) demonstrated that students who use education services and have their expectations exceeded will be satisfied and, thus, perceive the consequences of these services delivered as facilitating their process or rather will realize VIU. When customers are satisfied with services hired by providers, they would reach VIU.…”

Неакадемічний Студентський Досвід В Умовах Постмодернізму

“…Студентські послуги, що надаються різними університетськими підрозділами, викликають багато критики з боку студентів, які вважають їх важкодоступними та складними для сприйняття (Benetti Corrêa da Silva et al, 2021). Одним із рішень, які були запропоновані закладами вищої освіти та знайшли відображення в науковій літературі, є створення «центру студентських послуг» (De Silva & Garnaut 2011) або «єдиного вікна» (Morgan, 2012), що надає змогу надавати послуги в одному місці, заощаджуючи час студентів і даючи їм змогу краще в них орієнтуватися.…”