Quality in Higher Education: A Variety of Stakeholder Perspectives

Tang, Siew Fun; Hussin, Sufean

doi:10.7763/ijssh.2011.v1.21

Cited by 17 publications

(13 citation statements)

References 30 publications

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“…Tang & Hussin (2011) who stated that, different stakeholder groups held different perceptions of the quality in higher education. [8,16] Also, Lodesso (2012) showed that, the staff and students' perceptions-expectations gap/discrepancy on service quality differed significant statistically. [17] Moreover, Richardson (2003) found varying perceptions by administrators, teachers, and professional staff members regarding local school improvement efforts resulting from the last accreditation visits.…”

Section: Discussionmentioning

confidence: 94%

Academic nursing educators and students perception of institutional quality

Mohamed

Hashish

El-Bialy

2015

JNEP

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Background: Today, educational institutions are compelled to deliver quality service to their consumers to survive in competitive educational markets. Investigating educators' and students' perception and satisfaction with the institutional quality is significant to judge whether they had what they expected or not. Also, creating meaningful changes in universities or colleges, needs that educational leaders should attempt to analyze and interpret various consumers' opinions to improve the needed dimensions of educational quality. This study aims to investigate the perception of nursing educators and students of the institutional quality of Faculty of Nursing, Alexandria University. Methods: A comparative descriptive research design was conducted at the Faculty of Nursing, Alexandria University. Higher Education Institution Accreditation Questionnaire was given to 230 nursing educators and 450 nursing students to investigate their perception of the institutional quality. Results: The current study revealed that, institutional quality of the Faculty of Nursing was rated as moderate by both nursing educators and students. However, nursing educators and students different significantly in their overall ratings of institutional quality (t = 8.460, p ≤ .001) and its dimensions, including input (t = 7.856, p ≤ .001), process (t = 9.535, p ≤ .001) and output (t = 5.356, p ≤ .001). Faculty mission and purpose, teaching staff quality, excellence of facilities and resources and job expectation were the most prominent factors of institutional quality as perceived by nursing educators and students. In addition, perception of institutional quality also, affected by factors such as academic department, position, semester and participation in quality improvement-related activities. Conclusions: Positive institutional quality relates to a positive perception of both nursing educators and students of institutional quality. Various factors that affect consumers' perception and satisfaction of institutional quality should be considered and controlled by academic leaders in order to increase satisfaction and meeting consumers' expectations. Different strategies should be implemented to continue improvement of institutional quality of the Faculty of Nursing through enhancing a quality teaching framework which allows the institution to monitor, support, track nursing educators' and students' satisfaction, and study its impact on the teaching-learning process. Although perception of educators and students are important, institutional quality is more than what they perceive specific in a program like nursing. Further research study should examine other factors considered significant in determining institutional quality such as hiring rates, stakeholders and employers' satisfaction with nursing graduates.

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Section: Discussionmentioning

confidence: 94%

Academic nursing educators and students perception of institutional quality

Mohamed

Hashish

El-Bialy

2015

JNEP

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“…Además, la calidad se realiza cuando la satisfacción del cliente se maximiza, es decir, en la ocasión que un producto o servicio se ajusta a su uso previsto (Smimou & Dahl, 2012). A pesar de estas definiciones, persisten diferentes puntos de vista sobre la calidad, especialmente cuando se compara la educación superior y la industria, donde la última tiene un producto final muy definido (Tang & Hussin, 2011).…”

Section: Resultados -Análisisunclassified

Principales Factores Organizativos Que Influyen en La Satisfacción Estudiantil De Las Universidades

Palacio-Fierro

Chávez

Lanas

2017

EcoNeg

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ResumenLa educación no es un servicio como el que brinda un hotel de 5 estrellas, porque un estudiante no siempre logra obtener lo que él o ella quiere (usualmente buenas calificaciones), debido a que no basta solamente con ir a clases o pagar una matrícula, adicionalmente estas personas deberán dar tiempo, dedicación y esfuerzo, aspectos por el que se diferencia del resto de bienes y servicios que se ofertan. Por esta razón, entre otras, hay opiniones opuestas sobre cómo los alumnos deben ser tratados en una universidad, sin embargo, ellos siguen siendo usuarios de un servicio, por tanto, deben ser satisfechos sus requerimientos. En consecuencia, el estudiante podrá ser tratado como "cliente, consumidor o coproductor, la verdad no importa como sea llamado, siempre y cuando alguien se preocupe por ellos" (Redding, 2005). Consecuentemente, el objetivo general de este estudio es el de realizar un análisis de los principales factores que influyan en la satisfacción de los estudiantes, con el propósito de contribuir al conocimiento que las universidades deberían tener sobre ellos. Para lo cual el alcance de la investigación se centra sólo en los factores más controlables por una universidad, a través de una revisión documental en la que se analizó una gran cantidad de aportes realizados sobre la satisfacción estudiantil por investigadores a nivel global, con el fin de alcanzar un estudio incluyente con carácter internacional. Palabras claveSatisfacción de los estudiantes, calidad en la enseñanza, personal de contacto universitario, servicio a los estudiantes, instalaciones universitarias. AbstractEducation is not a 5-star hotel service because a student is not always able to get what he or she wants (usually good grades) because it is not enough just to go to class or pay a tuition, additionally, these people must give time, dedication and effort, aspects by which it differs from the rest of goods and services that are offered. For this reason, among others, there are opposing opinions about how students should be treated in a university, however, they are still users of a service, therefore, their requirements must be met. Consequently, the student can be

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“…The stakeholders of Malaysian private HLIs served as the sample for the first stage of data collection for the study. The sample was comprised of 26 respondents, ranging from the authorised personnel in tertiary education regulatory agencies including the Ministry of Education (MOE) and Malaysian Qualification Assurance (MQA), quality directors of the Malaysian private HLIs, employees of the institutions such as the academics and administrative staff, students, prospective employers of the graduates, parents as well as a member of the National Association of Private Educational Institutions (NAPEI) (Tang & Hussin, 2011;Fion, 2009;Fion, 2008, Harvey & Green, 1993. As active participants in HLIs, these stakeholders were selected since they are directly involved in deciding how quality is measured and/or in measuring and controlling quality (Fion, 2009).…”

Section: Research Design/methodologymentioning

confidence: 99%

Identifying and Ranking the Critical Success Factors of the Challenges in Providing Quality Education by Malaysian Private Higher Learning Institutions

Islam

Anis

Abdullah

2015

IJAHP

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The issue of quality education in higher learning institutions is timely and crucial due to the Malaysian government's aspiration to turn the country into a centre of educational excellence in the Asian region. Quality education acts as an indicator of the institution's ability to provide tertiary education to the society as well as an instrument for the nation's economic growth. To date, numerous studies have been conducted to measure the quality of education in higher learning institutions in Malaysia. However, the task of identifying the challenges faced by these institutions in providing quality education and the critical success factors to address the challenges has largely been ignored by previous researchers. It is within this overall context that this study employs the Analytic Hierarchy Process, with the aim of identifying and ranking the challenges and also their critical success factors. Data was collected from the stakeholders of Malaysian private HLIs via semistructured interviews and a questionnaire survey. Results indicate that 'Establishing financial capabilities for the institution's self-sustainability', 'Complying with the rules and regulations of regulatory agencies and relevant professional bodies' and 'Providing facilities to ensure the delivery of quality education' are the challenges that need to be carefully handled by the management of these Malaysian private HLIs. Critical success factors that act as practical solutions to address each challenge were also identified and ranked in this study.

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Quality in Higher Education: A Variety of Stakeholder Perspectives

Cited by 17 publications

References 30 publications

Academic nursing educators and students perception of institutional quality

Academic nursing educators and students perception of institutional quality

Principales Factores Organizativos Que Influyen en La Satisfacción Estudiantil De Las Universidades

Identifying and Ranking the Critical Success Factors of the Challenges in Providing Quality Education by Malaysian Private Higher Learning Institutions

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