On quality in education

Doherty, G.D.

doi:10.1108/09684880810886268

Cited by 96 publications

(96 citation statements)

References 4 publications

(5 reference statements)

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“…Regarding the proper definition of service quality and how it should be measured, there has been debate among researchers. For instance, research shows that there is no consensus on the definition of "service quality" in higher education institutions which by extension has raised controversy in measurement methodologies (Doherty, 2008;Brochado, 2009). Therefore, a number of service quality frameworks are being employed to assess service quality.…”

Section: Service Quality Framework In Higher Educationmentioning

confidence: 99%

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Higher Education Quality and Student Satisfaction Nexus: Evidence from Zambia

Mwiya¹,

Bwalya²,

Siachinji³

et al. 2017

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This paper contributes to the service quality literature by applying the service performance (SERVPERF) model in an under-researched Zambian universities context. Therefore, it examines the influence of each service quality dimension on overall service satisfaction and behavioural intentions in terms of loyalty and positive word of mouth. Based on a quantitative correlational design, primary data were collected from 656 senior final year undergraduate students at one public university. The findings indicate that service quality performance dimensions (tangibility, reliability, responsiveness, empathy and assurance) are each significantly positively related to overall customer satisfaction which in turn affects behavioural intentions. For scholars, administrations and policy makers, the study shows that the service performance model is a valid and useful framework for assessing and monitoring how students form their service quality perceptions and behavioural intentions. This paper is the first to extend the service performance model of service quality into the under researched developing country context of higher education in Zambia.

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Section: Service Quality Framework In Higher Educationmentioning

confidence: 99%

“…In education, students are customers who come in contact with universities at a fee for the purpose of acquiring knowledge and skills (Abili, Thani, Mokhtarian, & Rashidi, 2011;Doherty, 2008). All this is undertaken in order to equip, enrich and extend human understanding for social and economic development.…”

Section: Introductionmentioning

confidence: 99%

Higher Education Quality and Student Satisfaction Nexus: Evidence from Zambia

Mwiya¹,

Bwalya²,

Siachinji³

et al. 2017

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“…From a pragmatist standpoint, they are not mutually exclusive but complementary (Tuning, 2012;Commonwealth of Australia, 2009). Whereas internal quality assurance is needed to enact the meaning of quality (Poole, 2010;Doherty, 2008), external quality assurance is required to guarantee the enactment of quality (Santiago et al, 2008;Hopper, 2007). For example, in Ghana, external quality assurance agencies such as the National Council for Tertiary Education (NCTE), the National Accreditation Board (NAB), and the National Board for Professional and Technician Examination (NABPTEX) are responsible for guaranteeing graduate employability competencies in polytechnic education.…”

Section: Addressing the Nuances Of The Tension From A Pragmatist Persmentioning

confidence: 99%

“…The multiple meanings of terms used to operationalise quality within and across countries make it difficult to have universally accepted construct and practice of quality assurance in higher education. Alabi (2008( cited in Oyewole, 2012 refers to quality assurance as monitoring the activities of higher education.…”

Section: Introductionmentioning

confidence: 99%

Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

Ansah¹

2016

IJAHE

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The traditional tension between external and internal quality assurance implementation in higher education appears to be declining, based on a rethinking of the relationship between the two concepts. Although there are quality assurance agencies that still consider external and internal quality assurance as separate entities, most quality assurance agencies now regard the two concepts as complementary. In this paper, a case is put that the present rethinking of external and internal quality assurance in most higher education settings is guided by pragmatism, but not explicitly acknowledged in the literature. For a better appreciation of pragmatists' influence on the current understanding of the relationship between external and internal quality assurance in higher education, this paper provides a further pragmatist conceptualisation of the two concepts to enhance stakeholders' appreciation of employing a pragmatist approach to quality assurance practices in higher education. The conceptualisation is done through a pragmatist analysis of selected international accounts on higher education quality assurance. The paper concludes that pragmatism helps to understand external and internal quality assurance as nested concepts with reciprocities of accountability and improvement roles, and influences which call for alignment of perspectives through negotiations and settlements in order to focus on their practical relevance for implementation in higher education.La tension traditionnelle entre l'implémentation de systèmes d'assurance qualité interne et externe dans l'enseignement supérieur semble s'affaiblir grâce à la reconsidération de la relation entre ces deux concepts. Bien qu'il existe des agences d'assurance qualité qui continuent à considérer les assurances qualité interne et externe comme deux entités distinctes, la plupart des agences considèrent désormais qu'elles 136 assumption was that academic standards were safe in the hands of the universities, and because of indignation that the integrity of the academic profession should be impugned by the demand for public accountability.

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“…Detractors also strongly criticise and challenge their relevance in improving organisations, especially in the education sector. They have questioned and been critical of the adoption of models originally designed for companies and later adapted to schools (Doherty, 2008). This criticism has gradually decreased with time due to the positive experiences of many centres.…”

Section: Introductionmentioning

confidence: 99%

Design and validation of a scale to evaluate the impact of implementing a quality management system in schools

2017

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Implementation of quality management systems in educational organisations is a fact in many countries. Schools adopt systems to establish an improvement plan, based on evaluating everything they do. Evidence of the improvement and changes must be gathered and tools and techniques are thus required to evaluate these changes. This paper presents a questionnaire with a design and an analysis of its technical characteristics. Results show that the overall reliability of the questionnaire is very good, with a Cronbach’s α of .988 and values higher than .92 in each of the six dimensions. The item analysis shows the level of homogeneity, with values over .25. The validity of the questionnaire is also good since the dimensions and subdimensions used are consistent, and the empirical data and the unidimensionality of the construct is proven.

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On quality in education

Cited by 96 publications

References 4 publications

Higher Education Quality and Student Satisfaction Nexus: Evidence from Zambia

Higher Education Quality and Student Satisfaction Nexus: Evidence from Zambia

Conceptualising External and Internal Quality Assurance in Higher Education: A Pragmatist Perspective

Design and validation of a scale to evaluate the impact of implementing a quality management system in schools

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