Changes in Professional Degree Programs in the USA: An Environmental Analysis of Professional Education Requirements

Dorweiler, Vernon P.; Yakhou, Mehenna

doi:10.1080/0729436940130212

Cited by 7 publications

(6 citation statements)

References 4 publications

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“…Within this context, the educational literature suggests how imperative it is for educational institutions to actively monitor the quality of the services they offer and to commit to continuous improvements in order to survive the increasingly fierce competition for highly desirable students and the revenue they generate (e.g. Brigham, 1994; Dorweiler and Yakhou, 1994). In what has become a highly competitive environment, students have become more discriminating in their selection and more demanding of the colleges and universities they choose.…”

Section: Need For Service Quality In Higher Educationmentioning

confidence: 99%

“…Much of the published research on service quality in the area of higher education has concentrated on efforts to create and implement new and innovative academic programs encouraging both improved delivery of services to student customers as well as discussions about what actually constitutes quality of services provided vis‐à‐vis course offerings and/or teaching methodology (e.g. Bourner and Flowers, 1997; Brown and Bakhtar, 1998; Dorweiler and Yakhou, 1994). To a great extent, the specific debate as to what constitutes service quality in higher education and how the construct should be measured, mirrors the generalized debate over what constitutes the service quality construct itself (see Johnston, 1995a, b).…”

Section: Introductionmentioning

confidence: 99%

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An educational institution's quest for service quality: customers’ perspective

Joseph

Yakhou

Stone

2005

Quality Assurance in Education

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158

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PurposeThe purpose of the current study is to assess some of the self‐reported factors that students in the study used as choice criteria in making their school selection.Design/methodology/approachThe results of this study were obtained by conducting a series of focus groups involving incoming freshmen at a small liberal arts university located in the south eastern part of the USA. The focus groups were conducted to obtain insight into the factors that led this particular group of freshmen to the school and, second, to determine what areas were not living up to their expectations. The authors later surveyed a large sample (450 students) of the incoming freshman class using a questionnaire that was developed from the input obtained during the focus groups.FindingsAnalysis of gap scores for the student population used in this study indicates that the current group does not consider their university a “quality” institution. Additionally, the importance‐performance grid (I‐P grid) points towards a lack of perceived quality, as only two of the dimensions considered actually fall into the “keep up the good work” quadrant.Research limitations/implicationsThe primary limitation of this study is the scope and size of its sample. Because the study involved a single group of university students from one university, the results cannot be generalized across a university‐wide spectrum. Nonetheless, the study does provide evidence for the development and use of the I‐P grid on those occasions calling for preliminary identification and assessment of student measures of service quality.Originality/valueBy demonstrating the feasibility of the approach taken by the authors, it should be possible for university officials to utilize similar procedures when evaluating the overall satisfaction levels of their students’ educational experience.

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Section: Need For Service Quality In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An educational institution's quest for service quality: customers’ perspective

Joseph

Yakhou

Stone

2005

Quality Assurance in Education

Self Cite

158

110

View full text Add to dashboard Cite

show abstract

“…Hill, 1995), partial employees (Mills & Morris, 1986), coproducers (Hennig-Thurau, Langer, & Hansen, 2001), partners (Clayson & Haley, 2005), or even products of the educational system (Yeo, 2008). However, regardless of whether students are treated as customers, coproducers, or products, it is imperative for educational institutions to actively monitor the quality of service Journal of Marketing Education 34(2) they offer to students in order to recruit and retain students in the face of strong competition for students and the revenue they generate (Dorweiler & Yakhou, 1994;Hwarng & Teo, 2001;Shank, Walker, & Hayes, 1996).…”

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confidence: 99%

“…For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ monitor the quality of service they offer to students in order to recruit and retain students in the face of strong competition for students and the revenue they generate (Dorweiler & Yakhou, 1994;Hwarng & Teo, 2001;Shank, Walker, & Hayes, 1996). This paper regards students as partners (Clayson & Haley, 2005), who have to be willing to take responsibility for their own education and who cannot merely consume the service offered (Svensson & Wood, 2007).…”

mentioning

confidence: 99%

Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction

Gruber

Lowrie

Brodowsky

et al. 2012

Journal of Marketing Education

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This research uses the Kano model of satisfaction to investigate professor characteristics that create student satisfaction as well as those attributes that can cause their dissatisfaction. Kano questionnaires were handed out to 104 undergraduate students at a university in the Southwest and to 147 undergraduate students at a university in the Midwest of the USA. The two resulting Kano maps show the same delighting attributes while other satisfaction attributes are also similar.The findings reveal the importance of the personality of professors and the characteristics of professors which: a) are desired by students, b) are not desired by students, c) impact student satisfaction the most, d) impact satisfaction the least. The results also demonstrate how professors and universities can focus attention on those attributes most likely to influence satisfaction. No attributes of professors are classified as basic or taken for granted factors by students, while three attributes are excitement factors that have the potential to delight students. The findings illustrate that there is a set of multiple attributes that professors need to possess for satisfying studentprofessor classroom service encounters. Student populations appear to show strong similarities in their preferences for characteristics of professors that lead to satisfaction and dissatisfaction outcomes. 3 Investigating the Influence of Professor Characteristics on Student Satisfaction and Dissatisfaction: A Comparative StudyIncreasingly, higher education is being regarded as a service industry and universities are beginning to focus more on meeting or even exceeding the needs of their students (Davis & Swanson 2001;DeShields, Kara, & Kaynak, 2005). As a consequence, the evaluation of students' satisfaction becomes all the more important to institutions that want to retain current and recruit new students (Helgesen & Nesset, 2007). Research indicates that the recruitment of students is several times more expensive than their retention (Joseph, Yakhou, & Stone, 2005) and so student retention becomes an important management task for universities which gives rise to increasing emphasis on student satisfaction with the learning experience (Lala and Priluck, 2011).. In this regard, Arambewela, Hall, and Zuhair (2006) regard student satisfaction as a key strategic variable in maintaining a competitive position, with long-term benefits arising from student loyalty, positive word-of-mouth and image of the higher education institution.Consequently, increasing levels of student satisfaction and decreasing sources of dissatisfaction would be beneficial to universities (Douglas, McClelland, & Davies, 2008). Finally, Appleton- Knapp and Krentler (2006) suggest that students' satisfaction with their educational experiences should be a desired outcome in addition to learning and knowing.Although higher education institutions are beginning to see themselves as part of the service industry, there is a debate on whether students are customers (Desai, Damewood, & R...

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“…This is demonstrated by the trend toward specialization at the upper level grades, with an emphasis on understanding of fundamentals at the lower level grades. Awareness of the broader economic, governmental, and societal context is provided in general education requirements (Dorweiler & Yakhou, 1995a).…”

Section: Nonspecialization Offeringmentioning

confidence: 99%