A Student-centred Conceptual Model of Service Quality in Higher Education

Clewes, Debbie

doi:10.1080/13538320308163

Cited by 129 publications

(111 citation statements)

References 37 publications

(72 reference statements)

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“…A marketing approach within the sector is appropriate given that higher education involves a service exchange. That is, because it is an intangible knowledge-oriented offering, education is considered as a performance whereby the value derived is more directly related to the experience itself, as opposed to any form of tangible good or physical evidence that arises from the service (Clewes, 2003). Importantly, education also involves the simultaneous production and consumption of the service.…”

Section: Adopting a Customer Orientation In The Higher Education Sectormentioning

confidence: 99%

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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As competition intensifies, it is essential that higher education providers endeavour to develop and offer high quality, satisfaction-creating service experiences. This requires a comprehensive understanding of the factors that lead to positive perceptions of the institutions services. Current perspectives suggest that the student should be engaged as an active co-producer of the university experience. Interactive classroom technologies may enhance the student experience by encouraging participation. This study examines whether student perceived value, namely social or functional value, satisfaction, and loyalty differs for students participating in a personal response technology enabled classroom experience, versus a more traditional classroom experience. A partial least squares approach was adopted using a sample of 184 students. The use of personal response technology was not found to be positively related to the student experience. In the current context, it appeared to break classroom social patterns resulting in an individualistic, disengaging educational experience. Interestingly, in the traditional, non-technology condition social interaction was enhanced and social value strongly determined students' perceptions of loyalty. These results suggest that it is the pedagogy, and not the technology that matters in higher education provision. Conclusions, implications and opportunities for future research are presented.

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Section: Adopting a Customer Orientation In The Higher Education Sectormentioning

confidence: 99%

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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“…The study, confirmed that empathy plays a crucial and an influential role toward satisfaction because "being able to communicate care and understanding through the interpersonal skills of the staff and studentfriendly policies and procedures" enhances students' satisfaction. O'Neill and Palmer (2004) said empathy is a dimension that is significant with students' satisfaction, because according to Clewes (2003) the process of teaching and learning is actually the central part to students' evaluation of service quality. It could have an effect toward students' satisfaction.…”

Section: The Table Revealed That Reliability Responsivenessmentioning

confidence: 99%

Students’ perception of service quality and its impact on their satisfaction in Amhara Region, Ethiopia

Workie¹,

Fenta²,

Muluneh³

2017

Eth J Sci & Technol

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This paper was aimed to assess the impact of service quality of higher education institutions on students' satisfaction in Amhara region, Ethiopia. A cross-sectional survey was conducted among undergraduate students of government universities in the Amhara region who graduated in the academic year of 2014/15. A total of 552 students were selected for the study using multistage sampling technique. Cronbach's alpha was used to check the reliability of the questionnaire used for data collection. Chi-square test was used to test the association between students' satisfaction and service quality dimensions. Ordinal logistic regression analysis was used to examine the effects of service quality dimensions on students' satisfaction. The results showed that reliability, responsiveness and empathy have a significant impact on students' satisfaction while students' university, tangibility and assurance have no significant impact on students' satisfaction. The findings of the study revealed that students' satisfaction was much better than what was expected at their university. The results of the Chi-square test revealed a significant association between service quality dimensions and students' satisfaction. The ordinal logistic regression analysis revealed that reliability, responsiveness and empathy are significantly related with students' satisfaction and students who felt that the reliability, the responsiveness and the empathy. The quality of teaching methodologies, tasks with a friendly attitude of teaching, and the quality of learning environment were the key factors affecting the academic environment of an institution. The physical appearance of educational institution is not a matter instead the essence of students' satisfaction lies in the quality of teaching and learning, experienced faculty, knowledgeable and liberality teachers. Universities are recommended to develop strict quality control and screening mechanisms while recruiting teachers.

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“…Higher educational institutions (HEI) are the knowledge organization (Hayat & Tayyeb Riaz, 2011). People responsible for the teachings in these HEI are having an untiring job at their hands, as lecturers/teachers in HEI are responsible to prepare their student for employment market (Clewes, D., 2003) (Abu Hasan, Ilias, 2008). The relationship exists between lecture/teacher and student be conceptualized as the relation of service producer/ deliverer (Teacher) and the service consumer (student) (Abu Hasan, Ilias, 2008) (Hayat & Tayyeb Riaz, 2011).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…Hence, the lecturers/teachers have to work as entrepreneur in an attempt to satisfy the divergent requirement of the different people that can be impacted directly or indirectly by their job e.g. students, parents, industry, society and government (Clewes, 2003) (Ham, Hayduck, 2003) (Michaelowa, 2007). The entrepreneurial orientation is quite widespread construct frequently used in the business world to review the performance of the commercial institute (Wiklund, Shepherd, 2003) (Armstrong, Hird, 2009).…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Orientation- A Key to Unlock Teacher’s Potential in Higher Education A Case of Finland & Pakistan

Hayat¹,

Amer²

2015

rrem

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A Student-centred Conceptual Model of Service Quality in Higher Education

Cited by 129 publications

References 37 publications

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Students’ perception of service quality and its impact on their satisfaction in Amhara Region, Ethiopia

Entrepreneurial Orientation- A Key to Unlock Teacher’s Potential in Higher Education A Case of Finland & Pakistan

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