an article by Eddie Mark (Ontario Institute for Studies in Education at the University of Toronto, Canada) published in Journal of Higher Education Policy and Management Volume 35 Issue 1 (February 2013)
Abstract
Advocating a customer focus, the Total Quality Management model of leadership has led to success in raising performance levels throughout various manufacturing and service industries. Many education stakeholders, however, are resistant to the notion that post-secondary students benefit from being treated like customers.
While many critics oppose the traditional business philosophy that ‘the customer is always right' and maintain that pandering to students’ short-term demands is damaging to the learning process few studies explore alternative notions of what it means to ensure student satisfaction.
This paper promotes a conceptual interpretation that is not governed by the philosophy that ‘the customer is always right’.
Showing posts with label student_satisfaction. Show all posts
Showing posts with label student_satisfaction. Show all posts
Thursday, 14 February 2013
Monday, 26 March 2012
Understanding Critical Distance Learning Issue: Toward a comprehensive model predicting student satisfaction
an article by Stephen K. Callaway (University of Toledo, USA) and Saad M. Alflayyeh (University of Toledo, USA) published in Information Resources Management Journal Volume 24 Issue 4 (2011)
Abstract
Distance education has been the topic of a substantial amount of research. However, prior studies have shown mixed results when trying to determine if a difference exists in student satisfaction between students in distance courses versus traditional courses. Prior empirical studies have been too narrow in scope, and a more comprehensive model is needed to better explain the factors influencing student satisfaction.
Therefore, the current study includes student demographic factors, comprehensive measures of student motivation, and course format, as well as specific course features included, to fully explain student satisfaction. Structural equation modeling is used to test the model. Results indicate a positive association between demographics and motivation, between motivation and course format, between one demographic factor and course format, between course format and preferred features, between course format and satisfaction, and between course features and satisfaction.
Abstract
Distance education has been the topic of a substantial amount of research. However, prior studies have shown mixed results when trying to determine if a difference exists in student satisfaction between students in distance courses versus traditional courses. Prior empirical studies have been too narrow in scope, and a more comprehensive model is needed to better explain the factors influencing student satisfaction.
Therefore, the current study includes student demographic factors, comprehensive measures of student motivation, and course format, as well as specific course features included, to fully explain student satisfaction. Structural equation modeling is used to test the model. Results indicate a positive association between demographics and motivation, between motivation and course format, between one demographic factor and course format, between course format and preferred features, between course format and satisfaction, and between course features and satisfaction.
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