Analysis of Psychometric Properties of the Quality and Satisfaction Questionnaire Focused on Sustainability in Higher Education

Abstract

The aim of this research was to develop and validate a questionnaire to assess the quality of education, from a sustainability perspective, in higher education institutions of Naples (Italy), and determine whether differences exist between the groups (families, teachers and, students) with respect to their level of satisfaction concerning that quality, since it is important that education policies promote that assessment from an economic, social, environmental, and organisational dimension. The questionnaire was validated using a quantitative, quasi experimental, cross sectional method. A multivariate analysis of variance (MANOVA) was conducted on a sample of n = 1091 subjects to study the differences between the groups and their level of satisfaction. The results show a good reliability and validity. In this MANOVA, significant differences and large effect sizes were found. Families and teachers consider that quality management in higher education is adequate. The three groups are very satisfied with teaching management, and the teachers’ group has the higher level of satisfaction with teaching planning. It is concluded that this validated questionnaire provides information on the opinions about the quality of education from a sustainability perspective and that the self-assessment of those responsible for teaching is essential to achieve continuous improvement.

Quality in Higher Education and Satisfaction among Professors and Students

“…Therefore, a t -test for two independent samples was performed as it was considered the most appropriate test for the comparison of the groups of professors and students. Likewise, and in accordance with the results obtained by Olmos, Luque, Ferrara and Cuevas [ 46 ], the 45 variables were divided into the 4 groups which demonstrated the highest validity. Data were analyzed using SPSS 24.0.…”

“…The participants took a Quality and Satisfaction Questionnaire [ 43 , 44 , 45 , 46 ], in paper format, which was previously validated and had proven reliability. The content validity of the instrument consisting of 45 items, was administered to a pilot sample (n = 439), with similar characteristics and were examined by seven experts in educational research using the Delphi method [ 47 ], through 3 rounds of analysis.…”

“…The questionnaire [ 43 , 44 , 45 , 46 ] consisted of 45 questions grouped into 4 sections, based on the dimensions identified by Olmos, Luque, Ferrara and Olmedo [ 45 ] in the Quality of Higher Education through the pursuit of Satisfaction, with a focus on sustainability (QHES). An initial section was added to these 4 sections (see Table A1 in Appendix A ) which included identification and sociodemographic questions—group (student or professor), age, gender and socioeconomic status.…”

“…The psychometric properties of the instrument concerning validity and reliability were satisfactory [ 45 , 46 , 47 , 48 , 49 ]. Once the data were collected, the homogeneity of the sample was verified, reporting positive results for the parametric tests.…”

Study on the Attitudes and Knowledge of Teachers and Future Teachers about Immediate Health Care Measures at School

“…The aim was to determine the accuracy and homogeneity of the questionnaire items. For this purpose, Cronbach’s alpha coefficient to assess reliability [ 31 , 42 , 43 ] (based on the average correlation between all the items of a test), whose values range from 0–1, was used. For these to be considered acceptable, they must be >0.7.…”