高等教育服务质量均值结构模型构建及实证研究

均值结构模型分析发现,高等学校教学工作水平评估前后高等教育服务质量、服务价值、满意感及行为意向的因子均值均存在显著差异,即从学生感知的视角来看,高等学校教学工作水平评估有助于高等教育服务质量的改进。高等教育质量管理部门应树立高等教育服务质量观,将高等教育服务质量、服务价值、满意感和行为意向等变量纳入高等教育质量评估指标,构建学生参与高等教育质量评估的机制,以进一步完善高等学校教学工作水平评估体系。     

University Student Satisfaction: An Empirical Analysis

The purpose of this research is to gain an empirical understanding of students' overall satisfaction with their academic university experiences. A hierarchal model is used as a framework for this analysis. Fifteen hypotheses are formulated and tested, in order to identify the dimensions of service quality as perceived by university students, to examine students' overall satisfaction with influential factors such as tuition fees (price) and university image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. Students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity.

Statistical support is found for the use of a hierarchical model, three primary dimensions, and ten sub-dimensions. In addition, the results support a relationship between service quality and price; service quality, image, and satisfaction; and satisfaction and favourable future behavioual intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study.

The results of this analysis contribute to the service marketing theory by providing empirically–based insight into satisfaction and service quality constructs in the higher education sector. This study will assist higher education management developing and implementing a market-oriented service strategy, in order to achieve a high quality of service, enhance students' level of satisfaction and create favourable future behavioural intentions. ¹ 1. Missing At Random (MAR) is a condition which exists when missing values are not randomly distributed across all observations but are randomly distributed within one or more sub-samples. View all notes     

基于毕业生满意度的高校服务型管理模式建构

调查了应届毕业大学生对四年大学生活的满意度,通过分析他们对大学生活的满意度、教师上课效果的认可度,对就读大学的情感归属度,对大学未来发展的期望度,以及对职业素质认知度等五个角度,有效解读了高校服务型管理模式所面临的挑战。围绕"学生的满意度和高等教育质量有机结合,大学教育的目标和学生的需求有机结合,美好的办学理想同有效的办学载体有机结合"三个结合,提出了服务型高校管理模式的建构路径。     

Assessing antecedents and consequences of student satisfaction in higher education: evidence from Malaysia

This paper explores the interrelationships of the key influences on student satisfaction via multivariate analysis from three groups of university students in two popular private universities in Malaysia. The correlation coefficient and structural model indicated that student satisfaction is influenced not only by academic quality, but also by the university core services, information technology services, and skill building. These dimensions are linked to one another. The strong interrelationships between these dimensions are indicative that holistic approach needs to be adopted rather than dealing with each dimension in isolation in creating a valued education. Significant performance gaps of key influences indicated that the satisfaction levels are below students’ expectation despite the satisfaction scores being above average. Academic assessment, teaching quality, and IT are areas where a university management needs to prioritize resources in order to increase student satisfaction. Students who perceived higher value are more likely to have higher repurchase intention.     

关系营销策略、关系质量与旅游者忠诚关系研究

随着市场竞争的加剧,许多旅游地开始关注与旅游者建立长期关系。通过建立关系营销策略(服务公平性、旅游地形象和服务质量),关系质量(旅游者满意、旅游者信任)和旅游者忠诚(重游倾向、口碑宣传)关系模型,对武夷山314名旅游者进行调查研究发现:服务公平性和服务质量(两个关系营销策略变量)对满意度和信任(两个关系质量变量)有显著正向影响,旅游地形象对满意度有正向影响,但对信任影响不显著;满意度对旅游者忠诚二维度均有正向影响,信任对口碑宣传有正向影响,而对重游倾向影响不显著。     

E-learning technology and higher education: the impact of organizational trust

Abstract

The aim of this paper is to analyze the impact of trust perceptions on teachers’ intention to continue using e-learning technology in higher education. Drawing on the model of organizational trust and the information systems continuance model, a new research model is developed and tested using data from a university college based on a survey of 401 university teachers. We find that teachers’ perceptions of system-based trust and trust in management exerted strong direct effects on intention to continue using an e-learning system. Additionally, system-based trust affects perceived usefulness, and thus fully mediates the influence of perceived usefulness on teachers’ intentions to use e-learning technology. Our findings clarify the relationship between trust and teachers continued use of e-learning technology and have implications, theoretical as well as practical, for trust-building structures that could improve the implementation of e-learning technologies in higher educational settings.     

Relationship quality time: the validation of a relationship quality scale in higher education

This study investigated the overall quality of the interpersonal relationship students have with faculty and staff, that is, relationship quality (RQ). In relationship management research, RQ is paramount for the creation of bonds with customers, which in turn is necessary for the sustainability of organizations, that is, continuity and growth. In higher education, it is not only recent changes in funding of education that urge us to further investigate RQ, as students having relational bonds with their teachers and faculty/staff is important as well. These relationships are expected to positively influence students’ college experiences. Although educational literature addresses the importance of student–faculty relationships, little is known about students’ perceptions of the quality of their relationship with their program. The aim of this study was therefore to get a more in-depth understanding of the concept and measurement of RQ within a higher education context. To that end, an existing RQ scale was used measuring five dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, and affective conflict. A confirmatory factor analysis (CFA) was conducted on survey responses of 551 students from a Dutch university of applied sciences. Next to the CFA, a small-scale focus group discussion was held to validate the quantitative findings of students’ perceptions on RQ. The findings confirm that the RQ instrument is an adequate instrument to investigate RQ in a higher education context. Additional qualitative findings also suggest that students acknowledge the relevance of RQ and the need for having a good relationship with their faculty and staff.     

国外高等教育服务质量SERVQUAL模型研究及其启示

高等教育具有无形性,异质性,不可分离性,多变性,不可贮存性,及顾客(学生)参与服务过程等服务产业的所有特征。然而与其他服务产业相比,高等教育服务质量的研究相对被忽视。本文对国外学者利用SERVQUAL模型研究高等教育服务质量进行文献综述,同时认为,国外学者的研究有如下几个特点。第一,认为高等教育服务是高等教育的基本产出之一,学生是高等教育中最重要的利益相关者;第二,PZB的服务质量差距分析模型是高等教育SERVQUAL测量的理论基础,高等教育服务质量、学生满意度和学生行为倾向之间存在相关关系;第三,SERVQUAL方法适用于各个类型、层次的高等教育服务质量测量,但必须对其维度及其指标进行修正;第四,SERVQUAL测评是院校研究的一种手段,可以提高大学在市场中的竞争力。     

What do graduates think? An analysis of intention to repeat the same studies and university

The present work analyzes the key factors in the university experience that influence graduates' intention to repeat the same studies and the same institution, given the hypothetical option – based on hindsight – of selecting afresh a course and place of study. The work is inspired by the theory of planned behavior [Ajzen, I. (1985). From intentions to actions: A theory of planned behavior, in action control: From cognition to behavior. New York: J. Kuhl and J. Beckmann; Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211]. This analysis is based on the opinion of graduates in relation to a set of variables that together form the intention to repeat, namely quality of education; services and facilities; preparation by the university for employment; fitness-for-purpose of studies for the job market; capacities and skills acquired; the time taken to find work following graduation; current salary; and satisfaction with current employment. Using multiple regression models, the principal components of service quality in a university context are determined. The findings indicate that the quality of the educational process is the most influential aspect both in the intention to repeat the same studies and also in the intention to repeat the same university. Services and facilities have a marked influence on the latter, while the time taken to find employment and current salary are the two aspects with the least impact.     

高校教育服务质量满意度评价模型研究

在评价高校教育服务质量满意度时,主观倾向及定性研究较多会导致高校做出错误决策。本文应用定性和定量结合的可拓理论,构建高校教育服务质量满意度物元模型,计算评价指标对评价等级的关联系数;同时,考虑到熵权法在确定权重时具有的客观性及准确性,在建模中融入熵权法确定高校教育服务质量评价指标的权重系数。结合以上两种数学方法,本文构建了高校教育服务质量满意度评价模型。最后,通过实证分析研究验证了该评价模型的客观合理性。     

The effect of change and transformation on academic staff and job satisfaction: A case of a South African University

No institution of higher education in the world can make valid claims that it is immune to the effects of change and transformation. An array of trends such as the massification of higher education, widened access, response to new demands of technology, globalisation, internationalisation, increased accountability, the use of new modes of delivery and materials, as well as dwindling higher education resources, are placing enormous pressure on staff (Green and Hayward, Transforming Higher Education. Phoenix: Oryx Press, 1997). Not only are traditional academic roles changing, but – in certain instances – working conditions have become unfavourable and unsupportive of staff’s efforts to pursue the mission of higher education. The article presents the outcome of a case study that was undertaken in a historically White Afrikaans university to investigate the implications of change and transformation on academic staff. Although the case study was conducted within a localised boundary of space and time of one institution, the authors are of the opinion that enough evidence exists that, given the dominating ruling culture of the apartheid’s regime, to which no university in South Africa was immune, it is most likely that other institutions will relate with the findings of the research. The study was emancipatory in that it sought to inform the university management about how transformation was affecting academics and their job satisfaction and to establish which strategies the University had in place or hoped to put in place to make the environment favourable for change. Academics were also involved in making recommendations on how the areas of dissatisfaction could best be addressed.     

Faculty Productivity Barriers and Supports at a School of Education

All programs in a midwestern university recently embarked on a path to help increase the scholarly productivity of faculty. The effort to develop a research emphasis within the School of Education required determining the needs of tenure-track faculty regarding meeting the new requirements. The purposes of our study were to investigate these needs and identify the individual, environmental, and leadership factors that affect faculty productivity. Findings revealed a need to transform the School’s service and teaching culture to a culture of research and scholarship. Recommendations for helping other schools of education to become more research-oriented are provided. While the study focuses on data from a particular School of Education, the implications may generalize to faculty productivity within other institutions, particularly within professional schools. Susan A. Santo  received a Ph.D. in Instructional Technology from the University of Virginia and is currently an Associate Professor of Adult and Higher Education at the University of South Dakota. Her research interests include faculty productivity in higher education and improving distance learning. Mary E. Engstrom  received an Ed.D. from the University of South Dakota in Curriculum and Instruction. She is currently the Associate Director of Extended Learning Services at the University of Montana. Her research interests include instructional design for online learning and professional development for educators. Linda Reetz  received an Ed.D. from the University of North Dakota in Teacher Education and serves as the Associate Dean of the School of Education at the University of South Dakota. Her research interests include higher education practices for teacher education programs and mild disabilities. William Schweinle  received a Ph.D. from the University of Texas at Arlington in Psychology and serves as an Assistant Professor at the University of South Dakota. His research interest area is in statistics. Kristine Reed  received a Ph.D. from the University of Nebraska at Lincoln in Curriculum and Instruction/Administration and serves as a faculty member in Curriculum and Instruction, University of South Dakota. Her research emphases include multicultural education and rural education.     

Type of education and civic and political attitudes

In addition to increasing cognitive skills and preparing students for the labour market, one of the core tasks of education is to prepare citizens for participation in democracy. Considering the ideal of democratic equality, it is important to know the degree to which civic outcomes of education are distributed equally. One feature of the education system that can lead to differential civic outcomes is tracking, that is, the sorting of students into different types of education. In this study, we examine the relationship between type of education (general/academic or vocational) and five attitudinal dimensions of civic and political engagement between the ages of 14 and 49 years in the Netherlands. By using panel data from the Netherlands Longitudinal Lifecourse Study (n = 5,312) and applying linear fixed effects models, we can observe the effect of a transition in the type of education on the within-person change in our outcome variables. The findings demonstrate that transitions in the type of education have little effect on intention to vote, trust in institutions or ethnic tolerance. However, students making transitions in general/academic education develop higher levels of interest in politics and generalised trust than do students in vocational education or people outside the education system. This point suggests that general/academic education fosters civic and political participation.     

高职院校服务质量实证研究——以我国27个省、市、自治区高职院校应届毕业生抽样调查为例

根据用户满意度理论和利益相关者理论,编制"学生评价高等职业教育服务质量评量表",并对我国27个省、市、自治区28所高职院校应届毕业生进行在线抽样调查。结果显示,学生的总体满意度较低,为74分,期望值为81.4分,满意度与期望值的差距值为7.36分;学生对"关心学生"、"入学与学籍管理"、"收费"、"校园安全"评价较高;对"学校生活环境"、"实践教学"与"就业服务"评价较低。研究发现,学生评价结果与人才培养水平评估结果、与学校是否是示范性学校关系不密切,与教师、学校管理人员的评价也不同;加强对学生的学习与实践指导、密切校企合作、提高选修课程比例和创造更舒适的校园生活环境是改进高职院校服务质量的优先事项。     

理工科高校教师工作满意度调查及提升策略研究

针对理工科高校教师的调查表明,教师对职业表示认同,对工作状态的评价不高;工作压力和个人发展成为大学教师最大的困扰;教师对学校民主管理的总体评价不高;机关管理人员和学院教师之间亟须建立起相互理解、信任和支持关系;教师更期待提高教学质量和推进学校特色发展。建议从教育和制度着手,强化教师对职业和岗位的再认识;针对不同群体建立多元化的激励机制;关注青年教师的发展和成长;强化内涵建设;拓宽民主管理渠道,促进教师参与学校民主管理;加强科学决策,统筹推进学校发展。     

Values education and student satisfaction: German business students' perceptions of universities' value influences

As a result of the past decade's financial crises, the focus on students' values as an output of higher management education has increased. Simultaneously, marketing theory has become prevalent in the management of higher education institutions, such that student satisfaction represents a key output variable for their service provision. This study integrates both perspectives to investigate how values-oriented education relates to student satisfaction. A sample of 191 respondents from a German university reveals that business students expect more value influence than they believe their institution actually delivers. Furthermore, students' perceptions of the value influence delivered by their university increase their satisfaction with the institution. Finally, the value influence students expect is more closely associated with universalism values (connected to sustainability and CSR) than with power values. These results imply that universities can increase student satisfaction if they coordinate opportunities to discuss and shape values, particularly with regard to universalism ideals.     

中国高校大学生求学满意度测评体系和评价模型研究

本研究通过对北京、上海、武汉、广州、西安5个城市的12所大学的抽样调查,应用因子分析法和排序法,建立了一个可量化测评的中国高等院校学生满意度的指标体系和评价模型。研究发现,"学校环境、风气"、"学生管理机制"、"教学基础设施"、"后勤服务"、"课外活动"、"教师职业素质"、"教学课程管理"、"职工服务意识"和"个人发展"是影响大学生满意度的重要指标。其中"学校环境、风气"和"教师职业素质"的权重最大,应成为学校提高学生满意度的重点。     

eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.     

设计教育服务质量管理探析

在设计教育中倡导服务观念，倡导质量观念，建立基于顾客关系的以服务为导向的质量管理体系，必然对传统的高校教育管理理念带来挑战。本文在ISO体系基础上，结合设计、教育、服务的特性，提出建立设计教育服务管理质量体系的基本思路。