Assessing administrative service quality in higher education: development of an attribute-based framework (HEADSQUAL) in a Brazilian University

Steppacher, Damian; Tinoco, Maria Auxiliadora Cannarozzo; Caten, Carla S. ten; Marcon, Arthur

doi:10.1080/03075079.2019.1706076

Cited by 14 publications

(19 citation statements)

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“…On the other hand, the researchers' investigation develops deeper into some specific administrative processes, which they did not do in their previous research (Mulay and Khanna, 2020;Steppacher et al, 2021). The Exam process has a much smaller impact on the institution's management and leadership quality than the admission process.…”

Section: Discussionmentioning

confidence: 84%

“…They compete for high-quality education services on a global scale. Service quality is the most crucial factor in improving educational quality in these competing countries to sustain innovation ( Steppacher et al, 2021 ; Kim et al, 2022 ). Previous literature studies have discovered a positive relationship between service quality and innovative capabilities ( Mulay and Khanna, 2020 ; Iqbal et al, 2021 ; Steppacher et al, 2021 ; Kim et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

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Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Gu²

2022

Front. Psychol.

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With changing trends and technology, the education system has evolved from a traditional to a modernized, qualitative, and innovatively sustained education system. Many factors contribute to process innovation and quality management benchmarks. This study has two primary goals: (1) determining the causal relationship between TQM and innovation capability, and (2) determining whether the exam, admission, and placement process have any effect on TQM and identifying whether TQM can act as a mediator between the admission, exam, and placement process and innovation capabilities. Furthermore, the study used TQM in multiple dimensions (quality management and leadership, staff interaction, institute productivity, and control and measurement of processes). As a result, the current study is the only one to look at TQM with its specific dimensions as a mediator, specifically in higher education. The survey and correlational methods were chosen to test the theoretical framework established using resource-based theory and explicitly based on structural equation modeling using Partial Least Square. A structured questionnaire based on a five-point Likert scale was also distributed to 350 professors (faculty members) from Chinese universities to assess the research constructs. The findings revealed that TQM positively and significantly impacts innovation capabilities. Besides, the admission, exam, and placement process is inextricably linked to TQM’s dimensions and innovation capabilities. TQM also mediated significantly, and all hypotheses tested supported the findings. Future researchers should look into collaborative innovation capabilities and compare teachers’ innovation capabilities in higher education, according to the study.

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Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Gu²

2022

Front. Psychol.

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“…The organizational models in face-to-face and online learning were different. In face-to-face learning before the pandemic, students mainly solved their administrative problems in person with administrative officers, since the response rate was higher than in telematic inquiries [51]. With the appearance of the pandemic, confinement forced people to work from home [20].…”

Section: Discussionmentioning

confidence: 99%

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

et al. 2022

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The COVID-19 pandemic has led to a paradigm shift in educational systems. During the lockdown, higher education became digital. This caused a change in communication within the educational ecosystem. Relational coordination (RC) is a communication and relationship model associated with the improvement of organizational results. Therefore, the objective of this research is to build an organizational model of online learning applied during the pandemic period and compare it with the previous face-to-face learning. A sample of 2774 students from two Ecuadorian universities was selected. A two-stage methodology was applied: First, an organizational model of online learning was built using multivariate methods. The RC model was linked to student satisfaction using generalized linear models (GLM). In the second stage, the organizational differences between the 2018 face-to-face and the 2020 online learning were identified. Finally, the online learning model was validated with external data. The components associated with a higher level of RC were institutional cooperation, institutional problem-solving, and administrative communication. Administrative communication lost importance in the online model. Significant differences between the satisfaction of the two models were not found. Nevertheless, since online learning was not associated with an improvement in satisfaction, the creation of a third educational model that combines the best practices of online and face-to-face learning in a hybrid system could be an alternative that improves the satisfaction of students.

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“…Por ejemplo, existen autores que sostienen que la calidad en estas instituciones está muy ligada a los mecanismos de impartición de cursos y a la calidad de la docencia (Mendoza y Ortegon, 2019). Otros se enfocan en los servicios administrativos de estas instituciones para lograr resultados sustanciales en la mejora general de la calidad (Steppacher et al, 2019). Por otro lado, existen autores que la relacionan con las instalaciones tangibles e intangibles disponibles para los estudiantes durante su estancia en la universidad (Abbas, 2020).…”

Section: Calidad En La Educación Superiorunclassified

Liderazgo transformacional y cultura innovativa: efectos en la calidad institucional

Pedraja-Rejas¹,

Rodríguez-Ponce²,

Muñoz-Fritis³

2021

RVG

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El liderazgo es una de las variables que la alta dirección universitaria requiere ejercer para lograr mejores resultados en las organizaciones. Uno de los efectos del liderazgo se observa en la cultura organizativa. Bajo esta perspectiva, la presente investigación tiene como objetivo analizar las relaciones entre liderazgo transformacional, cultura innovativa y calidad en las instituciones de educación superior. Para este efecto, se trabajó con una muestra de 52 instituciones de educación superior acreditadas por la Comisión Nacional de Acreditación de Chile, entre las que se encuentran Universidades, Institutos Profesionales y Centros de Formación Técnica. Utilizando modelos de regresión lineal múltiple, los resultados muestran que el estilo de liderazgo transformacional influye de manera significativa (test t= 13,691; p<0,01) sobre la cultura innovativa; siendo esta última una variable determinante de la calidad de las instituciones (test t= 3,264; p<0,01). Se concluye que no es trivial ni el estilo de liderazgo empleado por los líderes ni la cultura promovida en estas instituciones, ya que estas pueden marcar diferencia en la calidad, expresada en los años de acreditación institucional.

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Assessing administrative service quality in higher education: development of an attribute-based framework (HEADSQUAL) in a Brazilian University

Cited by 14 publications

References 50 publications

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

Innovation capabilities in the convergence trend of higher education from the perspective of quality management

An Organizational Model of Online Learning in the Pandemic Period: Comparison with Traditional Face-to-Face Learning

Liderazgo transformacional y cultura innovativa: efectos en la calidad institucional

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