E-service quality of online higher education reflects the student’s perception of quality of online exchanges across four dimensions: fulfillment, efficiency, system availability and privacy. This study links e-service quality to intentions to remain loyal as mediated by perceived value in an online higher education environment. AMOS is used to examine the structural model based on responses to a student self-report online survey (n=127). Results indicate a strong causal linkage between e-S-QUAL and Loyalty Intentions as mediated by Perceived Value. Further, the direct linkage between e-S-QUAL and Loyalty Intentions was found to be insignificant, substantiating the proposed full mediation model.
PurposeThe purpose of this paper is to examine the influence of leader behaviors on follower attitudes and intentions toward providing voluntary upward feedback to their leader.Design/methodology/approachThis experimental study exposed subjects to one of three different descriptions depicting a relationship‐oriented leader, a task‐oriented leader, or a leader who displays a high level of task and relationship behaviors. Surveys assessing both follower attitudes and intentions toward voluntary upward feedback were administered based on pre‐existing scales that were modified for the study.FindingsAs hypothesized, a leader displaying a high level of relationship orientation did foster significantly higher attitude scores. In contrast, perceptions of a leader displaying high task orientation in conjunction with a high relationship orientation were not found to significantly differ from a high relationship‐oriented leader. Finally, the results of the study indicate that positive attitudes toward providing voluntary upward feedback are likely to result in positive intentions to actually provide this feedback.Originality/valueThe paper's findings indicate that leaders who emphasize relationships with followers may increase followers' propensity to provide voluntary upward feedback. Leaders may utilize these findings to alter behaviors in order to promote greater amounts of voluntary feedback from followers. Potentially beneficial behaviors are addressed in the paper.
Third-party ranking agencies (e.g., US News and World Report, Center for Online Education, CollegeChoice.net) produce rankings that are a popular publicly accessible search option for potential students as they sort online degree options. While higher education administration is keen to the possibility that most or all ranking systems risk methodological flaws, potential students are still on board with rankings and seem significantly steered by their results (Barkhorn, 2014). Monitoring rankings has become a positioning consideration for academic institutions. The disparity amongst ranking factors across time and across assessor, along with the mismatch between ranking methods used and suggested methodologies from research on higher education begs the question: which attributes are colleges and universities supposed to leverage? This study reports a fully mediated SEM using data from online student feedback across multiple quality touch points: faculty, LMS and course on student loyalty as mediated by perceived value.
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