Journal•ISSN: 0968-4883
Quality Assurance in Education
Emerald Publishing Limited
About: Quality Assurance in Education is an academic journal published by Emerald Publishing Limited. The journal publishes majorly in the area(s): Higher education & Quality (business). It has an ISSN identifier of 0968-4883. Over the lifetime, 793 publications have been published receiving 28733 citations.
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TL;DR: In this paper, an exploratory study which has monitored a group of students' expectations and perceptions of service quality over time has been conducted, focusing on the role of the student as the primary consumer of higher education services.
Abstract: Discusses aspects of current service quality theory in the context of British higher education (HE). Focuses on the role of the student as primary consumer of HE services (a relatively recent conceptualization in this country), and the implications of this for the management of service quality in higher education organizations (HEOs). Briefly discusses an exploratory study which has monitored a group of students′ expectations and perceptions of service quality over time. Because of its limited scope, the findings of this study may not be generalized to the student population as a whole. However, it does serve to highlight the need for HEOs to gather information on students′ expectations, not only during their time at university, but at the point of arrival and before, to manage students′ expectations from enrolment through to graduation, in order to align them as closely as possible with what can be delivered by way of service quality, for the student evaluation process, or upward appraisal to be dealt wi...
619 citations
TL;DR: In this paper, the authors introduce seven models of quality in education: the goals and specifications model, resources input model, process model, satisfaction model, legitimacy model, absence of problems model, and organizational learning model.
Abstract: Suggests that there is a strong emphasis on the pursuit of education quality in ongoing educational reforms in both local and international contexts. Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools or higher education institutions. Introduces seven models of quality in education: the goals and specifications model; the resources input model; the process model; the satisfaction model; the legitimacy model; the absence of problems model; and the organizational learning model. Concludes that these models can form a comprehensive framework for understanding and conceptualizing quality in education from different perspectives and facilitating development of management strategies for achieving it. The framework can contribute to ongoing policy discussion, school practice, and research development on issues of quality in education institutions.
563 citations
TL;DR: In this article, the authors report on the design and use of a questionnaire to measure student satisfaction at Liverpool John Moores University's Faculty of Business and Law, which was used to segment a University's service offering in such a way as to allow management to target resources at those areas that are perceived to be low satisfaction and high importance.
Abstract: Purpose – The purpose of this paper is to report on the design and use of a questionnaire to measure student satisfaction at Liverpool John Moores University's Faculty of Business and Law.Design/methodology/approach – The paper utilised the concept of the service‐product bundle to design the survey questionnaire and then used SPSS and Quadrant Analysis to analyse the results to determine which aspects of the University's services were most important and the degree to which they satisfied the students.Findings – The most important aspects were those associated with teaching and learning, while the least important were those associated with the physical facilities.Practical implications – The concept of the service‐product bundle is a valid and reliable tool for the design of a satisfaction survey and segments a University's service offering in such a way as to allow management to target resources at those areas that are perceived to be low satisfaction and high importance. The questionnaire can be utilised...
531 citations
TL;DR: In this article, a principal components factor analysis performed on data collected from a sample of 333 undergraduate business and management students suggests that students' perceived service quality has three dimensions: "requisite elements", which are essential to enable students to fulfil their study obligations; "acceptable elements", which are desirable but not essential to students; and "functional elements" which are of a practical or utilitarian nature.
Abstract: Student perceptions of service quality in higher education, particularly of the elements not directly involved with content and delivery of course units, are researched using a performance‐only adaptation of the SERVQUAL research instrument. A principal components factor analysis performed on data collected from a sample of 333 undergraduate business and management students suggests that students’ perceived service quality has three dimensions: “requisite elements”, which are essential to enable students to fulfil their study obligations; “acceptable elements”, which are desirable but not essential to students; and “functional elements”, which are of a practical or utilitarian nature. A comparison of perceptions of service quality between first and final year students suggests that perceptions of service quality elements change over a period of study, with “acceptable elements” having increasing importance. Implications for course management teams are discussed, and suggestions for further research are made.
515 citations
TL;DR: In this article, focus groups were used to ascertain student perceptions of a quality experience in higher education and the main findings were that the quality of the lecturer and the student support systems are the most influential factors in the provision of quality education.
Abstract: This study aims to ascertain student perceptions of a quality experience in higher education. The empirical research made use of focus groups involving a range of higher education students. The main findings are that the quality of the lecturer and the student support systems are the most influential factors in the provision of quality education.
456 citations