Higher Education Quality: Perception Differences among Internal and External Stakeholders

Abidin, Munirul

doi:10.5539/ies.v8n12p185

Cited by 22 publications

(13 citation statements)

References 20 publications

(20 reference statements)

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“…From the result of this study, a measure of the perceived quality gap between internal stakeholders (Administrators) and external stakeholders (Students) revealed that the external stakeholders (students) rather had the highest mean quality perception rating than the internal stakeholders. This is in sharp contrast to the findings of Abidin (2015). One reason that could account for this observation is that by virtue of the opportunity to learn and work at the same time provided by DE, students turn to overlook critical issues about quality and this might have accounted for the high rating of the quality of DE at KNUST-IDL by Students relative to Administrators.…”

Section: Student Versus Administratorscontrasting

confidence: 59%

“…Differences in perceptions of quality between Students and Administrators of DE programmes can be supported by theories and findings from many empirical studies. Abidin (2015) noted that there is often differences in perceptions between internal stakeholders (Facilitators and Administrators) and external stakeholders (Students) of DE. Abidin (2015) observed that internal stakeholders are likely to perceive the quality of DE high compared to external stakeholders.…”

Section: Student Versus Administratorsmentioning

confidence: 99%

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An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme

Adu-Gyamfi¹,

Addo²,

Asamoah-Boateng³

2019

IJHE

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The continued rapid growth of distance education programmes in higher education has brought concerns regarding how stakeholers perceive quality in distance education. The study examined the differences between the mean indicator ratings by different stakeholders in a distance learning programme. The study adopted a case study research design to collect data from 320 students, 56 facilitators and 24 administrative staff selected randomly from the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in Ghana. The data collected through questionnaires were analysed using the statistical package for the social sciences (SPSS) software, version 20. Mean indicator rating analysis revealed that students’ highest perception of quality was on support services and the lowest was academic integrity and institutional prestige. Whilst both facilitators and administrators rated support services as the highest, infrastructure scored the lowest. The results of the study therefore, revealed common benchmarks and quality indicator (support services) that all parties deem important in designing, implementing, and evaluating distance education programmes. Respondents noted the lack of appropriate tools and media; unavailability of reliable technology and technological plan; ineffective communication and co-ordination; and, time constraints as some of the quality challenges for distance education at the Institute. The study recommends monitoring and evaluation of service delivery for distance learning programmes to ensure fitness for purpose, value for money and customer satisfaction.

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Section: Student Versus Administratorscontrasting

confidence: 59%

Section: Student Versus Administratorsmentioning

confidence: 99%

An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme

Adu-Gyamfi¹,

Addo²,

Asamoah-Boateng³

2019

IJHE

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“…Grounded on the gap theory, a model called “SERVQUAL” was developed for measuring service quality [ 53 ]. Over the past few decades, numerous studies have adopted this model to measure service quality in sectors such as banking [ 9 , 29 , 30 , 40 , 51 ], education [ 1 , 8 , 23 , 48 ], tourism [ 11 , 12 , 28 , 34 , 43 ] and retail [ 14 , 17 , 20 , 21 , 49 ]. The SERVQUAL model evaluates five attributes of service quality, namely: 1) tangibles, 2) reliability, 3) responsiveness, 4) assurance, and 5) empathy.…”

Section: Review Of Key Issuesmentioning

confidence: 99%

Gap theory based post-occupancy evaluation (GTbPOE) of dormitory building performance: A case study and a comparative analysis

Hou

Lai

Edwards

2020

Building and Environment

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Student housing significantly influences the quality and competitiveness of the university education environment. Whereas the traditional post-occupancy evaluations (POEs) of buildings have typically focussed on investigating users' satisfaction, an earlier study developed the gap theory based post-occupancy evaluation (GTbPOE) method, by which both the users' expectation and satisfaction (viz. performance gap) of a university dormitory were investigated. To validate the applicability of the GTbPOE method, further research was undertaken to evaluate the building performance of another dormitory. Using face-to-face interviews, responses of 104 dormitory users were collected, of which the relative importance ratings of six essential aspects (namely: visual comfort, thermal comfort, aural comfort, fire safety, hygiene, and communication via information technology) were analyzed via the Analytic Hierarchy Process (AHP). A series of gap analyses on the users' expectation and satisfaction levels corroborated the existence of the adaptation effect on the users’ perception: that is, the longer the stay, the smaller the performance gap. A comparative analysis on the findings between the two dormitories - one from the earlier study and the other from the present study - further demonstrated the usefulness of the GTbPOE method in benchmarking building performance. Adoption of this method in future POE studies will enable reliable identification of any shortcoming in building performance and hence, can form the basis for improvement measures to augment the performance of buildings within the built environment.

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“…Satisfaction of stakeholder needs is the ultimate purpose of development. It is also the most important condition for existence of any organization, including the sector of higher education (Abidin, 2015;Samah & Kamaruzaman, 2008;Gresko, Rakhmanova, & Solodukhin, 2012). According to the stakeholder concept (the stakeholder theory), in conditions of the modern economy, actions of an organization depend on a wide set of interests and inquiries of stakeholders, which influence on adoption of relevant decisions on tendencies of its further development.…”

Section: Resultsmentioning

confidence: 99%

Systematization of drivers of change in the higher education system of the Russian Federation

Suraeva¹,

Plaksina²

2018

Problems and Perspectives in Management

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In modern conditions, the higher education system of the Russian Federation is characterized by high degree of changeability. It is caused by need of quick and adequate response to changes of internal and external environment. The specified changes are determined by the nature of requirements and interests of stakeholders, which interact with higher education institutions: satisfaction of needs of stakeholders becomes an ultimate goal of development and the most important condition of existence of any organization, including the sector of higher education. Therefore, stakeholders become the main driving forces (drivers) of change in activity of higher education institutions. The research goal is to systematize drivers of change in the higher education system of the Russian Federation. The main research methods are analysis (for detection of the set of drivers of change), classification (for allocation of types of drivers), and the construction method of managerial models (for creation of matrices of changes). Following the research results, current changes in activity of Russian higher education institutions are divided into 4 types: changes in educational, research, innovation and entrepreneurial management activity. The main groups of stakeholders (drivers of change) are distinguished, and their influence on change in activity of higher education institutions is justified. Drivers of change are classified by 2 features: “by attitude to a higher education institution” – into external and internal, “by nature” – into obligatory and initiative. The matrices of necessary and initiative changes are designed. They create interrelation between types of changes and their influence on interests of key stakeholders of Russian higher education institutions (effects, which can be favorable, unfavorable and neutral). The possibility of using the matrices of changes as a tool of managerial decision-making in activity of Russian universities is justified.

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Higher Education Quality: Perception Differences among Internal and External Stakeholders

Cited by 22 publications

References 20 publications

An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme

An Examination of Differences between the Mean Indicator Ratings by Different Stakeholders in Distance Education Programme

Gap theory based post-occupancy evaluation (GTbPOE) of dormitory building performance: A case study and a comparative analysis

Systematization of drivers of change in the higher education system of the Russian Federation

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