Antecedents and consequents of student satisfaction in higher technical-vocational education: evidence from Brazil

Silva, Jorge Henrique de Oliveira; Mendes, Glauco Henrique de Sousa; Ganga, Gilberto Miller Devós; Mergulhão, Ricardo Coser; Lizarelli, Fabiane Letícia

doi:10.1007/s10775-019-09407-1

Cited by 23 publications

(11 citation statements)

References 48 publications

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“…Clemes et al (2013),Kwok et al (2017), andde Oliveira Silva et al (2020). Finally, the relationship between satisfaction → loyalty (H8) is also corroborated among others byChen et al (2005), Alves and Raposo (2007),Tsuji et al (2007),Clemes et al (2008),Huili and Jing (2012),Clemes et al (2013),Sultana and Momen (2017), andde Oliveira Silva et al (2020).…”

supporting

confidence: 77%

“…The causal relationship proposed by Hypothesis H2 (perceived quality → loyalty) is also corroborated by the research carried out by Chandra et al ( 2019 ) and Hassan et al ( 2019 ). The relationship between perceived quality → perceived value (H3) is corroborated by LeBlanc and Nguyen ( 1997 ); Alves and Raposo ( 2007 ); Clemes et al ( 2008 , 2013 ); Huili and Jing ( 2012 ); Kwok et al ( 2017 ), and de Oliveira Silva et al ( 2020 ). The relationship between perceived value → satisfaction (H4) is corroborated by LeBlanc and Nguyen ( 1997 ), Alves and Raposo ( 2007 ), Clemes et al ( 2008 ), Huili and Jing ( 2012 ), Clemes et al ( 2013 ), Kwok et al ( 2017 ), and de Oliveira Silva et al ( 2020 ).…”

Section: Discussionmentioning

confidence: 66%

“…The relationship between perceived quality → perceived value (H3) is corroborated by LeBlanc and Nguyen ( 1997 ); Alves and Raposo ( 2007 ); Clemes et al ( 2008 , 2013 ); Huili and Jing ( 2012 ); Kwok et al ( 2017 ), and de Oliveira Silva et al ( 2020 ). The relationship between perceived value → satisfaction (H4) is corroborated by LeBlanc and Nguyen ( 1997 ), Alves and Raposo ( 2007 ), Clemes et al ( 2008 ), Huili and Jing ( 2012 ), Clemes et al ( 2013 ), Kwok et al ( 2017 ), and de Oliveira Silva et al ( 2020 ). Finally, the relationship between satisfaction → loyalty (H8) is also corroborated among others by Chen et al ( 2005 ), Alves and Raposo ( 2007 ), Tsuji et al ( 2007 ), Clemes et al ( 2008 ), Huili and Jing ( 2012 ), Clemes et al ( 2013 ), Sultana and Momen ( 2017 ), and de Oliveira Silva et al ( 2020 ).…”

Section: Discussionmentioning

confidence: 66%

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Influence of the Quality Perceived of Service of a Higher Education Center on the Loyalty of Students

et al. 2021

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The aim of this research is to validate the explanatory model of how the quality of service perceived by students of a higher education center influences their loyalty (retaining and attracting new students) through mediating variables: perceived value, expectations, and satisfaction. The methodology used to validate the measurement scales is exploratory, and confirmatory factor analysis and the structural equation modeling (SEM) technique are applied to analyze the causal relationships proposed in the model. The results show that the key variables to improve student's loyalty to the center are the quality of the service provided and the satisfaction perceived by the students. Both variables are postulated as a major source of competitive advantages. It is also observed that service quality is one of the three key variables to achieve student's satisfaction together with expectations and perceived value. This research and its results allow us to understand the relationship between quality and satisfaction with loyalty and to identify the background variables of satisfaction (perceived service quality, perceived value, and expectations), as well as to obtain evidence of the importance that expectations have within the model for the formation of both perceived quality and satisfaction.

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supporting

confidence: 77%

Section: Discussionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 66%

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Influence of the Quality Perceived of Service of a Higher Education Center on the Loyalty of Students

et al. 2021

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“…Thus, students from low SES backgrounds are likely to benefit more (than their more privileged peers) from strategies that provide them with networking opportunities relevant to careers, or opportunities to gain skills and experience relevant to employability. Perceived employability and confidence in careers, also impacts the way in which students value their educational experiences, having implications for retention and achievement (de Oliveira Silva, de Sousa Mendes, Ganga, Mergulhão, & Lizarelli, 2019).…”

Section: Introductionmentioning

confidence: 99%

Deakin Launch Network: an employability network that improves engagement, graduate outcomes and wellbeing by connecting and leveraging the expertise of diverse students and alumni

Jorre¹

2021

ASCILITE 2021: Back to the Future – ASCILITE ‘21 Proceedings ASCILITE 2021 in Armidale

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Graduates require opportunities to gain experience and develop professional networks to enhance their employability and career progression. However, students’ access to relevant networks and opportunities to gain experience is not equitable, and this contributes to gaps in employment outcomes at graduation and beyond (Harvey et al., 2017; Tomaszewski et al., 2019). This paper showcases key principles underpinning the design and success of a student and alumni-led network designed to enhance employability. In addition to creating networks between students and alumni, Deakin Launch Network, leverages their skills and experience to identify and create opportunities to enhance the employability of Deakin graduates, especially for those more likely to face disadvantage in the graduate employment market. In doing so, the network provides students with valuable connections, experience, and knowledge relevant to employability. Students also report that the connections and collaborations supported by the network, contributed to their wellbeing and sense of belonging during remote learning, and satisfaction with their educational experience. For alumni, the network has provided motivation and opportunity to reconnect or remain connected to the university. Our case study shows that students and alumni are a valuable source of networks, experience and influence that can, and should, be better utilised by universities. Furthermore, distributed student-leadership and purposeful inclusion can positively impact the outcomes of student-staff partnerships, including project deliverables, the student experience and learning outcomes.

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“…Vocational education service quality is highlighted as a prerequisite of employability (De Oliveira Silva et al , 2019). Particularly in terms of students with disability, researchers affirm that effective vocational education and training increases occupational skills and employability (Poppen et al , 2017; Tomlinson, 2017; Luftig and Muthert, 2005).…”

Section: Introductionmentioning

confidence: 99%

Development of the “special-vocational-education-service-quality scale”

Georgiadou

Vlachou

Stavroussi

2020

QAE

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Purpose The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications Generalization of results should be attempted with concern. The type and severity of disability should be considered in future use of the scale. The construct of training for students with disability needs to be further investigated. Practical implications SVE-Service-Quality Scale may be used in SVE settings highlighting areas of improvement or as an instrument for the assessment of implemented interventions. Social implications Participatory research may serve as an empowerment opportunity for students with disability, whose active engagement in the research design allows for a small-scale yet valuable social impact, promoting emancipation for people with disability. Originality/value The study draws attention on the field of SVE service quality where research is scarce, introducing SVE in the discussion about educational service quality assessment.

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Antecedents and consequents of student satisfaction in higher technical-vocational education: evidence from Brazil

Cited by 23 publications

References 48 publications

Influence of the Quality Perceived of Service of a Higher Education Center on the Loyalty of Students

Influence of the Quality Perceived of Service of a Higher Education Center on the Loyalty of Students

Deakin Launch Network: an employability network that improves engagement, graduate outcomes and wellbeing by connecting and leveraging the expertise of diverse students and alumni

Development of the “special-vocational-education-service-quality scale”

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