Students’ Experience of Service Quality of Technical Vocational Education and Training (TVET) Programs of Private Higher Educational Institutions (HEIs) in the Philippines

Abstract

This study aimed todescribe students’ experience of service quality (training quality and delivery, student support, training facilities and student services) while enrolled in various private HEI-TVET programs. Further, itsought to determine if there weredifferences in the perception of students of the same service quality across work experience, certification, high school curriculum, and availability of scholarship.Following review of TVET literature a multi-aspect researcher-made questionnaire was developed to measure skill development, training delivery and quality, student support and services. Students (n=234) enrolled in various technical vocational courses in private HEIs participated in this study. The data was analyzed using independent t-test for comparisons across demographic profiles while Pearson’s r was utilized to test relationships between variables. Results showed high overall satisfaction on the quality of TVET training of private HEIs. The study found that work experience, certification, high school curriculum, and scholarship make a significant difference in the students’ perception in some of the quality indicators of private HEIs TVET courses. The findings are deemed valuableand useful for school and program managers, policy makers and researchers in the training and educational sector. The results imply that HEI’s can offer quality higher technical vocational programs including diploma programs and TESDA should encourage HEIs to do so. The results also suggest that TESDA must come up with responsive policy infrastructure for developing training programs that respond to the nuances and needs of changing and diverse clienteles.

Eradicating a Culture of Public Mistrust in TVET College Education in South Africa: A Manifesto for the Sector’s Sustainability Ahead of 4IR

“…This often results in them experiencing an uphill battle in catalysing high-impact leadership (Robertson & Frick, 2018). Thus, ineffective approaches in leading TVET college personnel have exacerbated anarchy and underperformance amongst employees, and resulted in the production of graduates who are shunned by industry (Dlamini, 2015;Sithole, 2020;Sithole et al, 2022;Tadle et al, 2021). Overall, it is apparent that TVET leaders' lack of "will and gut" to exercise responsive or effective strategic leadership practices (Ahmad, 2015, p.147) are directly linked to poor quality assurance and questionable intergrity of examinations, poor teaching and poor middle management skills (Thobejane & Singh, 2016).…”

Relationships Between Student Characteristics and Perception of the Quality of Tourism, Hospitality and Leisure Courses According to the SERVQUAL Scale

“…The intent to pursue a career in the field of study is related to a higher satisfaction with the course (Soares et al 2023). The relationships of service quality with ethnics, background, previously finished courses, prior professional qualifications and previous professional experience were also investigated (Mason et al, 2018;Soares et al, 2023;Tadle et al, 2021), but with no consensus. Considering the experience of the authors of the present study, the following hypotheses were raised: H 5 : There is difference between students who perform remunerated activities regarding their expectation/perception.…”