The impact of the student–instructor relationship on student-centric measures

Abstract

PurposeOn the basis of the justice, attachment, social support, self-determination theories, this research paper examines the impact of the student–instructor relationship construct on the customer-centric measures of overall student satisfaction, and perceived value for money and their impact of the behavioral intentions as an endogenous construct. We considered universities as providers of complex services focusing on students' service quality and students as the customers of the higher education institutions.Design/methodology/approachA survey instrument was used to collect data among undergraduate and graduate business students in a medium-sized Canadian university (N = 178). Partial least squares structural equation modeling was used to analyze the strength, significance, and effect sizes of the relationships between the key constructs.FindingsThe results indicate that the student–instructor relationship is significantly related to student satisfaction and value for money perceptions. Also, the student satisfaction and behavioral intentions, value for money and student satisfaction, and value for money and behavioral intentions relationship were significant.Originality/valueThe perceived quality of student–instructor relationship and its relationship to customer-centric measures like satisfaction, value for money and behavioral intentions has received relatively little attention in previous research and was discovered to be an important contributor to the perceived student satisfaction and value for money. The importance of the student–instructor relationship is further emphasized indirectly via the perceived value for money construct to student satisfaction.

The Impacts of a Redefined HEI Image Model on Postgraduate International Students' Satisfaction in Malaysia

“…The last hypothesis, H1c, asserts that there is a substantial positive correlation between economic value and the satisfaction of international postgraduate students. This finding aligns with earlier studies conducted by researchers such as Santini et al (2017) and Haverila and Haverila (2021). The meta-analysis conducted by these researchers on student satisfaction revealed that the economic (monetary) value construct emerged as a noteworthy predictor of satisfaction.…”

“…In her meta-analysis focused on satisfaction within higher education, Santini (2017) identified the economic value construct as a notable predictor of satisfaction (p < .001). Haverila and Haverila (2021) similarly discovered significant connections between student satisfaction and the concept of value for money. Khan and Yildiz (2020) emphasized the importance of location, facilities, and infrastructure in fostering student satisfaction.…”

Ảnh hưởng của chất lượng mối quan hệ giữa sinh viên và giảng viên đến sự gắn kết thương hiệu trường đại học, sự hài lòng và lòng trung thành của sinh viên

“…Khi xem xét các nghiên cứu tiếp thị giáo dục đại học hiện có, sự hài lòng của sinh viên xuất hiện đồng nghĩa với việc giải thích sự hài lòng của khách hàng. Giáo dục đại học có thể được xem là một ngành kinh doanh (McKenna, 2018), sinh viên ngày càng được xem như là người tiêu dùng dịch vụ giáo dục đại học, nên sự hài lòng của sinh viên rất quan trọng đối với các trường đại học khi tuyển sinh viên mới (Haverila & Haverila, 2021).…”

The assessment of service quality effect in higher education sector on satisfaction, suggestion, and behavioral intention of university students: The case of Turkey

“…This is because students want to graduate from a respected and well-known university (Sultan and Wong 2014, 494). Haverila and Haverila (2022) determined that student satisfaction was highly relevant to behavioral intention positively. Dlacic et al (2014) determined that service quality and value perceived by university students are important predictors of repurchase intention.…”