The gap between student perceptions and expectations of quality support services at the University of South Africa

Makoe, Mpine; Nsamba, Asteria

doi:10.1080/08923647.2019.1583028

Cited by 19 publications

(13 citation statements)

References 19 publications

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“…In addition, 58% of students indicated that late response on administrative queries pose a challenge for the effective implementation of ODL during COVID-19 pandemic era. These results are in support of Makoe and Nsamba (2019), these authors argued that administrative support is crucial for effective implementation of ODL.…”

Section: Resultssupporting

confidence: 73%

“…Netanda et al (2017) argue that ODL higher institutions should be competitive in a global higher education environment by providing students with support services that maximise student enrolment and retention rates until they successfully complete their studies. Makoe and Nsamba (2019) identified different modes of student support services that can be found in open distance learning institutions. These include the following: (1) Counselling, which provides career, academic and personal support to students;…”

Section: Previous Studies On Student Support In the Odl Contextmentioning

confidence: 99%

“…(2) Student regional centres that provide academic and financial advice, meet other students, make use of academic services and computers, and have conversations with counsellors in registration services; (3) Academic learning support through etutors, module design and library services (Makoe and Nsamba 2019). Student email addresses are also created for all registered students, to obtain updates on all the modules they registered for.…”

Section: Previous Studies On Student Support In the Odl Contextmentioning

confidence: 99%

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2022

AJTE

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ATINER is an independent and non-profit Association with a Mission to become a forum where Academics and Researchers from all over the world can meet in Athens, exchange ideas on their research and discuss future developments in their disciplines, as well as engage with professionals from other fields. Athens was chosen because of its long history of academic gatherings, which go back thousands of years to Plato's Academy and Aristotle's Lyceum. Both these historic places are within walking distance from ATINER's downtown offices. Since antiquity, Athens was an open city. In the words of Pericles, Athens"…is open to the world, we never expel a foreigner from learning or seeing". ("Pericles' Funeral Oration", in Thucydides, The History of the Peloponnesian War). It is ATINER's mission to revive the glory of Ancient Athens by inviting the World Academic Community to the city, to learn from each other in an environment of freedom and respect for other people's opinions and beliefs. After all, the free expression of one's opinion formed the basis for the development of democracy, and Athens was its cradle. As it turned out, the Golden Age of Athens was in fact, the Golden Age of the Western Civilization. Education and (Re)searching for the 'truth' are the pillars of any free (democratic) society. This is the reason why Education and Research are the two core words in ATINER's name.

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Section: Resultssupporting

confidence: 73%

Section: Previous Studies On Student Support In the Odl Contextmentioning

confidence: 99%

Section: Previous Studies On Student Support In the Odl Contextmentioning

confidence: 99%

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Untitled

2022

AJTE

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“…Fernandez-Chung and Leong (2018) highlighted that different dimensions of HEIs can impact the potential earnings of graduates. Given the highly HE competitive market, HEIs have to understand students’ expectation and needs and deliver services that meet such expectation (Bell and Brooks, 2018; Constanza, 2013; Khoo et al , 2017; Li and Carroll, 2020; Makoe and Nsamba, 2019). Teeroovengadum et al (2016) and Wilkins and Stephens Balakrishnan (2013) explained that service quality has always been a focal point of HEIs.…”

Section: Introductionmentioning

confidence: 99%

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

Kruja

Tabaku

2021

IJQSS

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Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

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“…Although it is debatable if the decision to utilise ICT is a remedy for educational shortcoming for educational restructuring; nonetheless, it may be considered as a tool for directing learning and improving higher education quality (Makoe & Nsamba, 2019). An understanding of how students perceive their own needs is critical for placing the student at the centre of ICT use and achieving the intended goals in education.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of Factors Influencing the Adoption and Use of ICT in Learning during COVID-19 at One Rural Based South African University

Mather

Matashu²,

Meyer³

2022

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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This study examines students’ perceptions of factors influencing the adoption and use of Information and Communication Technology (ICT) in learning during Coronavirus Disease (COVID-19) at one rural based South African University. To continue with learning under the COVID-19 pandemic conditions higher education institutions migrated to online teaching and learning platforms. The transition towards online learning took place in background where even prior COVID 19 most institutions were faced with the challenge of promoting students’ adoption and use of ICT in their learning. The Technology Acceptability Model (TAM) is an information system theory that looks at various individual aspects that influence actual technology usage and acceptance. As such, there is a growing research interest to explore students’ perceptions of factors that influence their use of ICT in their learning at higher education institutions subsequently studies that focuses on rural based context are still limited. Resultantly, guided by the theoretical constructs from the TAM this study applied a census approach and used a quantitative technique to examine the perception that affect students’ acceptance and use of ICT in their learning. The study discovered a significant correlation between attitude towards use (U), perceived ease of use (PEOU), behavioural intention (BI), and perceived usefulness (PU), all of which have a substantial impact on students' perceptions and acceptance of ICT use in their learning. Nonetheless, the results showed that no significant correlations exist between external variables (EV) and ICT actual system uses. Based on these findings, this study concluded that insights from the findings on students’ the adoption and use of ICT in learning is affected by several perceptions, behavioural intention, and perceived ease of use of technology. Such insights provide policy makers with an indication of students’ perceptions that should be considered when designing strategies an polices aimed at enhancing student’s adoption and use of technology in learning in rural based South Africa University during and post COVID-19 pandemic.

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The gap between student perceptions and expectations of quality support services at the University of South Africa

Cited by 19 publications

References 19 publications

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Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

Students’ Perceptions of Factors Influencing the Adoption and Use of ICT in Learning during COVID-19 at One Rural Based South African University

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