Service quality ideals in a competitive tertiary environment

Yeo, Roland K.

doi:10.1016/j.ijer.2009.03.004

Cited by 47 publications

(39 citation statements)

References 47 publications

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“…(2009). Several researchers indicated that measurement of expectations does not provide unique information for estimating service quality, and they argue that performance-only assessment has already taken into account much of this information (Babakus & Boller, 1992;Cronin & Taylor, 1992) This measurement is applied and used by many scholars in different studies measuring service quality in higher education (e. g., Soteriou & Zenios, 1997;Arambewela & Hall, 2006;Yeo, 2009;Nadiri et al, 2009;.…”

Section: Perceived Service Qualitymentioning

confidence: 99%

The Impact of Perceived Service Quality on Students’ Intentions in Higher Education in a Jordanian Governmental University

Twaissi¹,

Al-Kilani²

2015

IBR

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This study aims to investigate the impact of perceived service quality regarding the academic side on students" behavior intentions in a Jordanian governmental university. A survey was conducted on a stratified systemic random sample of 841 students, yielding 572 participants with 68% response rate. The findings show that perceived service quality as well as the tangibility and assurance dimensions affect students" intentions of recommending to study at their university. Further, perceived service quality as well as the tangibility dimension affects students" intentions of moving to study at another university. The results also proved that the two genders perceived the tangibility dimension of service quality differently, as males reported higher assessment. The study has provided important insights into service quality and behavior intentions in the field of Higher Education.

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Section: Perceived Service Qualitymentioning

confidence: 99%

The Impact of Perceived Service Quality on Students’ Intentions in Higher Education in a Jordanian Governmental University

Twaissi¹,

Al-Kilani²

2015

IBR

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“…En relación a las instituciones universitarias, ámbito de este estudio, es necesario que los centros conozcan los niveles de satisfacción de los estudiantes y su opinión en torno a diferentes elementos, pues, como afi rma Yeo (2009), la satisfacción con la enseñanza va más allá de lo que ocurre dentro de las clases y se relaciona con los procesos de enseñanza, los recursos disponibles y, especialmente, los procesos de atención al estudiante, como la tutoría universitaria, bien a través de los sistemas de garantía interna o bien a través de investigaciones, como es el caso que nos ocupa.…”

Section: Introductionunclassified

University Student Satisfaction with Tutoring Designing and Validation of an Evaluation Instrument

Cusó

Clares

Juárez

2015

Estudios sobre Educación

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Resumen: La tutoría universitaria se considera un factor de calidad y una exigencia del EEES. Este trabajo presenta el diseño y validación de una escala de satisfacción con la tutoría y el grado de satisfacción en una muestra de estudiantes (n=976), en un estudio descriptivo y transversal. El análisis factorial es satisfactorio, la escala queda compuesta por 22 ítems y dos sub-escalas que explican el 57.87% de la varianza. La fi abilidad del instrumento (α=.973) y de las sub-escalas (α=.967 y α=.944) es alta. Los resultados muestran una mayor satisfacción con el tutor que con la organización y contenidos de la tutoría.Palabras clave: tutoría universitaria; calidad; satisfacción; evaluación docente.Abstract: University tutoring is considered as a quality factor and a requirement of the EHEA. Thus this paper presents the construction and validating process of a scale of satisfaction with it and the level of satisfaction in a sample of students (n=976) in a cross and descriptive study. Factor analysis is satisfying, scale is composed of a total of 22 items and two sub-scales explaining 57.87% of the variance. Instrument reliability level (α=.973) and both sub-scales (α=.967 y α=.944) are considered high. Results show greater satisfaction with the tutor than with the organization and content of mentoring.

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“…From a customers' viewpoint, service quality is the consumer's conclusion about an entity overall excellence (Zeithaml and Bitner, 2003). The higher education industry relies essentially on quality management to stay competitive (Yeo, 2009). Every stakeholder in higher education (e.g.…”

Section: Service Quality In Educationmentioning

confidence: 99%

“…O 'Niel and Palmer (2004) define service quality in higher education as the discrepancy between students expectation versus perception of delivery. Yeo (2009) has linked service quality and higher education using three interrelated perspectives to define the scope of quality: "First is the perspective of conformance to requirements based on customer expectations (Crosby, 1979); second is the perspective of fitness for use as determined by the customer (Juran, 1945); and third is the perspective of willingness to pay based on what the customer can get out rather than what the supplier puts in (Drucker, 1985)". Although there are various definitions of service quality from the educational perspective, the most importantly facets of these definitions is the common agreement, in most of the literature, that the consideration of students in higher educational institutions are the "primary customers" that provides a valuable source of information for a higher educational institution.…”

Section: Service Quality In Educationmentioning

confidence: 99%

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Internationalizing Higher Education: The Effect of Country-of-Origin on the Evaluation of Service Quality

Sze

Ho²,

Foon³

2012

CIBIMA

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As the higher education industry in Asia is prospering, attracting students internationally is becoming more competitive for countries in the region, particularly in Malaysia. The establishment of foreign universities in Malaysia has contributed to healthy competition in the higher education sector as these foreign universities provide potential students with more choices for degrees according to the university country-of-origin (COO). Inevitably, service quality offered by a university is among the most important determinants on a student's behavioral intention. Hence, this paper aims to explore the relationship between a university country-of-origin, university service quality and its effect on university students' behavioral intention (word-of-mouth and eventually intention for further study). Data is analyzed using an independent sample t-test and bivariate analysis. Contrary to previous research, results show that there are no significant differences between service quality, word-of-mouth and intention for further study and the university COO. Justification and implications of the study are discussed.

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Service quality ideals in a competitive tertiary environment

Cited by 47 publications

References 47 publications

The Impact of Perceived Service Quality on Students’ Intentions in Higher Education in a Jordanian Governmental University

The Impact of Perceived Service Quality on Students’ Intentions in Higher Education in a Jordanian Governmental University

University Student Satisfaction with Tutoring Designing and Validation of an Evaluation Instrument

Internationalizing Higher Education: The Effect of Country-of-Origin on the Evaluation of Service Quality

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