Thesis Questionnaire 10

2013

OPUS Uluslararası Toplum Araştırmaları Dergisi, 2019

Recently, higher education sector has been recognized as an intangibly dominant service sector and universities have been considered as service providers besides their traditional roles. Accordingly, quality in higher education has become an important competitive element and sustaining service quality is now accepted as a sine qua non for universities. Yet, since the higher education sector has very different characteristics than other service sectors, measurement and improvement of service quality is becoming a more complex issue. Higher education quality is a multidimensional phenomenon with institutional, physical and psychological components. It is not only measured by the quality of services, but also by the added value and transformative impact on the students. In this context, this paper reports a study conducted to develop and validate a quality scale (UnilQual) for measuring service quality in higher education. The scale was based on the concept of "quality of life" and designed to measure "university life quality of students". To this end, a 56-item scale with 7 subscales was developed and administered to a sample of 314 undergraduate students. The mean age of the sample was 19.25. The results of the Exploratory Factor Analysis revealed that UnilQual can be used as a valid and reliable measurement tool. The Cronbach alpha value was found as .96 for the scale. The correlation values between the subscales and the total score addressed a positive and significant relationship, as well.

Journal of Advanced Pharmacy Education & Research, 2018

Introduction Higher education system as a dynamic, intelligent and purposeful system which faces the new challenges includes two quantitative and qualitative dimensions. Sustainable development of this system requires harmonic and balanced growth of both quantitative and qualitative dimensions’ parallel to each other. Quantitative development of Higher Education System without considering qualitative development will be associated with consequences such as; academic failure, academic affiliation, brain drain and lack of knowledge production. Material and Method This study was a descriptive survey conducted on 250 medical students of Shiraz University of Medical Sciences. Data collection was performed using SERVQUAL questionnaire. Face and content validity of the questionnaire was evaluated using comments of university teachers, and its reliability evaluated using Cronbach's alpha coefficient for perceptions (95%), and expectations (94%). Finally, data were analyzed using SPSS software. Results The results showed that learner's expectations in all dimensions and questions were higher than what was available. The highest and lowest mean score-negative gap, was related to empathy (-1.18) and confidence (-0.96). Moreover, no significant difference was observed in the overall mean score in gender gap. In some aspects, PhD & Nursing students had more expectations of the quality of educational services. Conclusion Existential philosophy of each organization is to provide appropriate services to the client. Therefore, it is necessary to use students' opinions as the main clients of the university. Hence, university can find its status and validity with increased quality of services.

International Openness, Image of University West of Trollhättan Impact on attachment, expectations and behaviour of students.

Rangsit University , 2015

In this age of globalization the quality of a university's degree programmes is looming to be of greater importance than in times past-especially from the point of view of students-and, indeed, society. Rangsit University, as a private university in Thailand, is a case in point. The President, Dr. Arthit Ourairat, is always very clear about the importance of quality. At his annual address to faculty and staff he invites all members to continue their work toward enhancing the quality of course offerings, of teaching, and of students' welfare. His dream is that Rangsit will one day soon be ranked in Asia's top tier universities. However, such a dream may be difficult to realize in many Asian countries. Typically Asian universities have little or no autonomy to be different in their quest for greatness. There seems to be a reluctance by governments in allowing individuality and entrepreneurship among their institutions of higher learning. Student Satisfaction. Because we believe the quality of post-secondary education is crucial to the ongoing development of societies, this present Issue will continue a focus on universities-not on quality or rankings, per se, but on the matter of 'student satisfaction'-which, of course, is an integral component of quality, and the right of students to question the quality of the curriculum itself, even the instructional methods of university teachers (Williams, 2014). The on-campus learning experience. In this Note we will limit our focus on the role of universities with respect to teenagers-fresh out of high school. A topic for future issues might be working adults. Campus-based education typically provides for young learners, a rich, immersive environment for interacting with hundreds, if not thousands, of other teenagers. Also, it is an opportunity to learn from more highly educated teachers; perhaps some of whom may be from other parts of the world. For many students, universities are also the place where networking can begin. Major campuses are able to provide the necessary 'hands on' facilities: learning pods, interactive technology work spaces, laboratories, specialized equipment, studios, and libraries that are connected to the world. The more advanced campuses can also connect students to working industry professionals, non-governmental organizations, writers, musicians, and artists, to mention some unique community resources. Of course, many universities can be a place where students can compete for mentorships and research assistantships. Also, a campus education typically provides opportunities for students to engage in sports and special interest activities such as drama, choral, and literary clubs.

IJMRAP, 2021

The study evaluates the quality of service of frontline services of State Colleges and Universities (SUCs) based on the assessments from students, employees, and supervisors to further enhance the services provided by the offices. The descriptive assessment research method was utilized to compare the quality of delivery of frontline services of higher education of the main and external campuses in the state universities and colleges (SUCs) in Region VIII. The status of frontline services, namely, registrar's office, cashier's office, library, medical and dental clinic, guidance office, and scholarship division were determined with the consideration that higher service quality would result to more satisfaction from the clients. Based on the responses from students, employees, and supervisors, frontline services have agreeable quality of service to their respective clientele. The students' responses recorded the lowest mean rating which were resulted to high significant differences between the group of respondents in the perception on the quality of service. The differences could connote that the responses are based on the wide disparity of assessment between the groups of respondents as supported by the Multiple Comparison Test using Tukey's HSD. Furthermore, the quality of service as perceived by the group of respondents had no significant differences between the services of the main and the external campuses of the SUCs. The differences in the perception of the quality of service among the group of respondents serve as an indication that actions to further enhance the quality of service must be implemented. Specific factors were identified as factors affecting the quality of service for the frontline services. Length of service of the employees showed a significant relationship with the quality of service provided. This implies that the more experience the employee has, the better the service is provided. Negative behavior, lack of computer units, books, and medical and dental equipment and supplies were the main problems encountered as reported by the student-respondents. The study emphasizes the importance of the factors in which SUCs could highly enhance the quality of services provided by the frontline services.

Building World-Class Universities, 2013