Academic Staff Perceptions of Service Quality Improvement in Ethiopian Public Higher Education Institutions

Lodesso, Solomon Lemma; Niekerk, E.J. Van; Jansen, Cecelia; Muller, Helene

doi:10.5901/mjss.2014.v5n14p435

Cited by 4 publications

(3 citation statements)

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“…Tang & Hussin (2011) who stated that, different stakeholder groups held different perceptions of the quality in higher education. [8,16] Also, Lodesso (2012) showed that, the staff and students' perceptions-expectations gap/discrepancy on service quality differed significant statistically. [17] Moreover, Richardson (2003) found varying perceptions by administrators, teachers, and professional staff members regarding local school improvement efforts resulting from the last accreditation visits.…”

Section: Discussionmentioning

confidence: 92%

“…[8,16] Also, Lodesso (2012) showed that, the staff and students' perceptions-expectations gap/discrepancy on service quality differed significant statistically. [17] Moreover, Richardson (2003) found varying perceptions by administrators, teachers, and professional staff members regarding local school improvement efforts resulting from the last accreditation visits. [18] The perception of current institutional quality was consistent with Chua (2004) who found that faculty members perceived quality as relating to the whole education system.…”

Section: Discussionmentioning

confidence: 99%

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Academic nursing educators and students perception of institutional quality

Mohamed

Hashish

El-Bialy

2015

JNEP

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Background: Today, educational institutions are compelled to deliver quality service to their consumers to survive in competitive educational markets. Investigating educators' and students' perception and satisfaction with the institutional quality is significant to judge whether they had what they expected or not. Also, creating meaningful changes in universities or colleges, needs that educational leaders should attempt to analyze and interpret various consumers' opinions to improve the needed dimensions of educational quality. This study aims to investigate the perception of nursing educators and students of the institutional quality of Faculty of Nursing, Alexandria University. Methods: A comparative descriptive research design was conducted at the Faculty of Nursing, Alexandria University. Higher Education Institution Accreditation Questionnaire was given to 230 nursing educators and 450 nursing students to investigate their perception of the institutional quality. Results: The current study revealed that, institutional quality of the Faculty of Nursing was rated as moderate by both nursing educators and students. However, nursing educators and students different significantly in their overall ratings of institutional quality (t = 8.460, p ≤ .001) and its dimensions, including input (t = 7.856, p ≤ .001), process (t = 9.535, p ≤ .001) and output (t = 5.356, p ≤ .001). Faculty mission and purpose, teaching staff quality, excellence of facilities and resources and job expectation were the most prominent factors of institutional quality as perceived by nursing educators and students. In addition, perception of institutional quality also, affected by factors such as academic department, position, semester and participation in quality improvement-related activities. Conclusions: Positive institutional quality relates to a positive perception of both nursing educators and students of institutional quality. Various factors that affect consumers' perception and satisfaction of institutional quality should be considered and controlled by academic leaders in order to increase satisfaction and meeting consumers' expectations. Different strategies should be implemented to continue improvement of institutional quality of the Faculty of Nursing through enhancing a quality teaching framework which allows the institution to monitor, support, track nursing educators' and students' satisfaction, and study its impact on the teaching-learning process. Although perception of educators and students are important, institutional quality is more than what they perceive specific in a program like nursing. Further research study should examine other factors considered significant in determining institutional quality such as hiring rates, stakeholders and employers' satisfaction with nursing graduates.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Academic nursing educators and students perception of institutional quality

Mohamed

Hashish

El-Bialy

2015

JNEP

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“…Many prior studies focused on stakeholders' perception of HESQ (e.g. Abeya and Bedasa, 2018;Dawit and Nesredin, 2017;Solomon, 2012;Solomon et al, 2014). Moreover, the other comparable past studies have been heavily focused on the HESQ and students' satisfaction with HEIs (e.g.…”

Section: Introductionmentioning

confidence: 99%

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

Oliso,

Alemu,

Jansen

2024

JIEB

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Purpose The purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction. Design/methodology/approach To serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics. Findings The quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities. Research limitations/implications The present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities. Practical implications The present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities. Social implications The findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality. Originality/value The contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.

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Identifying Key Performance Indicators for Academic Departments in a Comprehensive University through a Consensus-based Approach: A South African Case Study

Rajkaran

Mammen

2014

Journal of Sociology and Social Anthropology

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Academic Staff Perceptions of Service Quality Improvement in Ethiopian Public Higher Education Institutions

Cited by 4 publications

References 33 publications

Academic nursing educators and students perception of institutional quality

Academic nursing educators and students perception of institutional quality

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

Identifying Key Performance Indicators for Academic Departments in a Comprehensive University through a Consensus-based Approach: A South African Case Study

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