What Constitutes Quality to Students in Higher Education? An Empirical Investigation of Course-Level Student Expectations

Autor/inn/en	Tóth, Zsuzsanna; Bedzsula, Bálint Péter
Titel	What Constitutes Quality to Students in Higher Education? An Empirical Investigation of Course-Level Student Expectations
Quelle	In: Quality Assurance in Education: An International Perspective, 29 (2021) 2-3, S.116-134 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-07-2020-0088
Schlagwörter	Educational Quality; Student Attitudes; Likert Scales; Teacher Student Relationship; College Faculty; Expectation; Comparative Analysis; Educational Improvement; Learning Processes; Organizational Culture; Best Practices; Standards; Graduate Students; Management Development; Masters Programs; Quality Assurance; Foreign Countries; Undergraduate Students; Instructional Design; Business Administration Education; Hungary (Budapest) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Schülerverhalten; Likert-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Expectancy; Erwartung; Teaching improvement; Unterrichtsentwicklung; Learning process; Lernprozess; Unternehmenskultur; Standard; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Qualitätssicherung; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Purpose: The purpose of this paper is to identify and interpret the critical quality attributes of core educational services at the course level both with student and lecturer involvement. Significant differences between the viewpoints of these two directly involved stakeholder groups are also demonstrated to provide a better understanding of student expectations. Methodology: Students of quality management courses were invited to collect those attributes that could have an impact on their perceived educational service quality. The compiled list of 23 characteristics has been formed on the basis of a four-point Likert scale-based questionnaire. With approximately 360 responses, thorough statistical analyses have been executed to investigate whether any significant differences could be detected between the quality attributes perceived by the different student segments. A group of lecturers has also been invited to fulfil the same questionnaire to compare their viewpoints with those of the students. Findings: The results allow us to identify critical quality attributes which may be used in all platforms and interactions with students. The conclusions can be implemented on the course level to adjust the plan-do-check-act-based improvement of courses in which lecturers are directly interested. Originality: As the new generation of students increasingly regard themselves as customers, they have become more aware of how they are taught and how they participate in the learning process. Institutionalizing this approach may contribute to the shaping of the organizational quality culture by emphasizing student focus and may result in the identification of best practices and standardization of processes at the course level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01