Esther Gracia (Universitat de València, Spain and IDOCAL Research Institute, Valencia, Spain) and Marisa Salanova, Edgar Bresó and Eva Cifre (Universitat Jaume I, Castellón, Spain) published in Work & Stress: An International Journal of Work, Health & Organisations Volume 30 Issue 3 (2016)
Abstract
This study aimed to add to knowledge by providing a more systematic integration of work characteristics, workers’ health and performance. The two-wave multi-source study was conducted to test the relationship over time between the healthy states of groups of service-oriented workers and their service effectiveness when their organizations provide facilitators such as training, technical support and autonomy.
The study takes healthy states to be a composite of affective-motivational and competent collective states (collective vigour and service competence) and service effectiveness. Service effectiveness was a combination of service quality as assessed by customers and their loyalty intentions.
Data from 53 hotels and restaurants in Spain were aggregated from 256 boundary workers (i.e. workers in direct contact with customers) and 530 customers at Time 1 and from 470 customers at Time 2 six month later.
Structural equation modelling showed that organizational facilitators at Time 1 were related to the service effectiveness reported by customers at Time 2, and also that there was a relationship between service effectiveness at Time 1 and the healthy states reported by the groups at Time 2. That is, contrary to what is widely believed, there was an influence of performance on well-being.
Showing posts with label service_quality. Show all posts
Showing posts with label service_quality. Show all posts
Friday, 20 January 2017
Monday, 15 June 2015
Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context
an article by Jacqueline Ann Douglas, Alexander Douglas and Robert James McClelland (Liverpool John Moores University) and John Davies (University of Salford) published in Studies in Higher Education Volume 40 Issue 2 (March 2015)
Abstract
This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK.
A purposefully designed questionnaire was collected from 350 students.
The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study.
The data were captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication.
A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour.
Abstract
This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK.
A purposefully designed questionnaire was collected from 350 students.
The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study.
The data were captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication.
A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour.
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