Undergraduate nursing students’ perceptions of educational service quality at Alexandria University, Egypt

Seesy, Naglaa Abd El-Aziz El; Hussein, Rehab; Al-Zahrani, Ahlam

doi:10.5430/jnep.v8n1p37

Cited by 3 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As students are the main stakeholders of any HEI, their experiences in engaging with the different services provided during their studies comprise service quality (Jancey and Sharyn, 2013). Most of the proposed models in HE focus on the institutional level (Hill, 1995; Owlia and Aspinwall, 1996; Oldfield and Baron, 2000; Elliott and Healy, 2001; Marzo-Navarro et al , 2005; Abdullah, 2006a, 2006b; Mahapatra and Khan, 2007; Douglas et al , 2008; Jain et al , 2011; Ravindran and Kalpana, 2012; Teeroovengadum et al , 2016; Rodríguez-González and Segarra, 2016; Seesy et al , 2018) to understand the complexity of the total student experience in their programmes as a whole (Harvey, 2003). The clear advantage of this approach is that on the macro level the course level outcomes highlight only a part of the total picture when identifying the drivers of student satisfaction for strategic purposes.…”

Section: Literature Reviewmentioning

confidence: 99%

What constitutes quality to students in higher education? An empirical investigation of course-level student expectations

Tóth

Bedzsula

2021

QAE

View full text Add to dashboard Cite

Purpose The purpose of this paper is to identify and interpret the critical quality attributes of core educational services at the course level both with student and lecturer involvement. Significant differences between the viewpoints of these two directly involved stakeholder groups are also demonstrated to provide a better understanding of student expectations. Methodology Students of quality management courses were invited to collect those attributes that could have an impact on their perceived educational service quality. The compiled list of 23 characteristics has been formed on the basis of a four-point Likert scale-based questionnaire. With approximately 360 responses, thorough statistical analyses have been executed to investigate whether any significant differences could be detected between the quality attributes perceived by the different student segments. A group of lecturers has also been invited to fulfil the same questionnaire to compare their viewpoints with those of the students. Findings The results allow us to identify critical quality attributes which may be used in all platforms and interactions with students. The conclusions can be implemented on the course level to adjust the plan-do-check-act-based improvement of courses in which lecturers are directly interested. Originality As the new generation of students increasingly regard themselves as customers, they have become more aware of how they are taught and how they participate in the learning process. Institutionalizing this approach may contribute to the shaping of the organizational quality culture by emphasizing student focus and may result in the identification of best practices and standardization of processes at the course level.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

What constitutes quality to students in higher education? An empirical investigation of course-level student expectations

Tóth

Bedzsula

2021

QAE

View full text Add to dashboard Cite

show abstract

“…The second phase included the most frequently referenced quality attributes according to the state of the art differentiated by the operational levels by listing 19 features on institutional, 14 characteristics on program and 17 attributes on course level (see Figure 3) (e.g. Stewart & Walsh, 1989;Owlia & Aspinwall, 1996;Navarro et al, 2005;Douglas et al, 2008;Butt & Rehman, 2010;Jain et al, 2011;Ibrahim et al, 2012;Seesy et al, 2018;etc.). In this part, respondents were required to rank the 3 most important attributes from the lists related to the distinct levels.…”

Section: Differences Between He Operational Levelsmentioning

confidence: 99%

Investigating Service Quality Issues in Higher Educational Context

Surman

Tóth

2019

Zagreb International Review of Economics and Business

View full text Add to dashboard Cite

Recently, quality issues have been widely addressed in the higher education sector as a result of which the identification and the role of stakeholders have come to the forefront. When evaluating service quality in higher education, three distinct levels of operation could be taken into account, namely, institutional level, program or faculty level and course level, on which the relevant stakeholders perceive service quality by focusing on different attributes. Besides students considered as primary stakeholders, the academic staff is paid considerable attention as they have a direct influence on how students perceive educational service quality. The establishment of a course level service quality framework of a special course is presented in this paper by demonstrating not only the students’ but also the supervisors’ aspects through a student questionnaire, focus group discussions and personal interviews. These approaches resulted in a new, more sophisticated understanding of service quality on course level.

show abstract

Listening to the voice of primary stakeholders : Differences of measuring quality among the operation levels of higher education institutions

Surman¹,

Tóth²

2020

Gradus

View full text Add to dashboard Cite

The growing number of students enrolled in higher education and of the offered courses increasingly emphasizes the need for student-focused activities. Therefore, if sufficient attention is not paid to the evaluation of educational services and to the analyses of the results obtained, the quality of higher education services provided to students as key customers becomes unmanageable. In order to gain competitive advantage in the higher education sector where increasing marketization takes place, institutions have to identify their primary stakeholders as well as their needs and expectations. However, they should not only focus on students, since there are many other stakeholder groups involved in the key processes including e.g. academic staff with whom students have direct interactions and perceive educational service quality primarily through their lecturers' activity. When examining the quality of institutional services, different levels of measurement can be distinguished to each of which primary stakeholders, customers and quality dimensions could be identified. At all three levels (including institutional, program / faculty, course level), the state of the art focuses primarily on the voice of students and lecturers. In this research, the differences and similarities between the three aforementioned levels are demonstrated from the viewpoints of students and lecturers. As a result, three groups of quality attributes are identified on which quality measurement issues should be focused at each level.

show abstract

Undergraduate nursing students’ perceptions of educational service quality at Alexandria University, Egypt

Cited by 3 publications

References 14 publications

What constitutes quality to students in higher education? An empirical investigation of course-level student expectations

What constitutes quality to students in higher education? An empirical investigation of course-level student expectations

Investigating Service Quality Issues in Higher Educational Context

Listening to the voice of primary stakeholders : Differences of measuring quality among the operation levels of higher education institutions

Contact Info

Product

Resources

About