A framework for the dimensions of quality in higher education

Owlia, Mohammad Saleh; Aspinwall, Elaine

doi:10.1108/09684889610116012

Cited by 232 publications

(186 citation statements)

References 16 publications

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“…In addition, TQM perspective of satisfying student customers is problematic as the students are the parts of input, process and output (IPO) of education system. In a system approach, input refers to the students' capacity to fulfill entry requirement; process includes students as a vital part of teaching and learning process involving the course and its delivery mechanism, professors' knowledge, and assessment method; and output includes students' readiness for placement, academic performance and financially rewarding job (Owlia & Aspinwall, 1996). Different types of customers perceive quality differently.…”

Section: Literature Reviewmentioning

confidence: 99%

Public Perception of the Quality of Academic Education Program

Shrestha

2013

J Educ & Res

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There is no information on what exactly quality is as perceived by the public as the potential recipients of education programs to guide policy makers to deliver quality. This study explored the determinants of quality of education program as perceived by the public. This study is important because a quality concept starts from customers according to which the providers should develop their programs. Following the theory of customers' perceptions, this study assessed stakeholders' beliefs about quality of education program rather than objective reality that organizations offer as quality education. Through a survey on about 220 respondents and corresponding data analysis, this study found out the determinants of perceived quality of education with special reference to MBA programs in Nepal. The variables included in this study were quality of faculty, quality of infrastructure, graduate employability, curriculum and reputation as antecedents of perceived quality and perceived value. This study found out that perceived quality is determined by reputation of the program as credible and trustworthy which is influenced by graduate employability, practical curriculum and competent faculty.

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Section: Literature Reviewmentioning

confidence: 99%

Public Perception of the Quality of Academic Education Program

Shrestha

2013

J Educ & Res

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“…They should also aim for higher service quality as a way of increasing student satisfaction. Owlia and Aspinwall (1996) highlight the role of students in higher education. According to them, service quality consists of tangibles, competence, attitude, content, delivery and reliability.…”

Section: Student Satisfactionmentioning

confidence: 99%

A Statistical Analysis of Education Service Quality Dimensions on Business School Students’ Satisfaction

Seng¹,

Ling²

2013

IES

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This study aims to investigate student satisfaction on quality education services provided by institutions of higher learning in Malaysia. Their level of satisfaction based primarily on the data collected through five dimensions of education service quality. A random sample of 250 students studying in an institution of higher learning was selected for this study. Statistical analysis had been employed to analyze the intensity of these five dimensions and their influence on student satisfaction. The results indicated that instructors, academic courses, learning resources and student's engagement had positive and statistical significant influenced on student satisfaction. This study provides very useful information for the stakeholder to plan and draw appropriate strategies for the dimensions that need further improvement. More importantly, education service quality will determine the sustainability of an institution by looking at the competitiveness of education setting at national and international levels.

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“…It is precisely by readjusting SERVQUAL model that Owlia and Aspinwall (1996) suggested six dimensions to measure quality in higher education, those being: tangibles (appropriate equipment and facilities), competence (vocational classes, practical and theoretical knowledge), attitude (understanding needs of students, friendliness, personal care, etc. ), content (practical application of curriculum, knowledge flexibility, etc.…”

Section: Instruments For Measuring Quality In Higher Educationmentioning

confidence: 99%