Students’ Perception of Quality in Higher Education: Evidence from the Polytechnic in Croatia

2021 ◽  
pp. 333-346
Author(s):  
Mirjana Jeleč Raguž ◽  
Verica Budimir ◽  
Svjetlana Letinić
Keyword(s):  
Higher Education ◽  
Perception Of Quality ◽  
Quality In Higher Education

scholarly journals University Teachers’ Perception of Quality in Higher Education in Ethiopia: A Case Study of Dire Dawa University

2019 ◽  
pp. 1-15
Author(s):  
Melaku Masresha Woldeamanuel ◽  
Belay Sitotaw Goshu
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Educational Institution ◽  
Sampling Technique ◽  
Process Indicators ◽  
Perception Of Quality ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
The University ◽  
Output Indicators

This article empirically assesses perception of quality in higher education in Ethiopia.  The data was collected from one higher educational institution where the staffs are graduates of 31 different universities in Ethiopia. The information used in this study was obtained through administration of questionnaires. The main participants are the academic staff of the University. The total number of staff that participated in the research was 365. Purposive sampling technique was employed to select 365 teachers (302 male and 63 female) and seventeen classrooms were observed and twelve group discussions carried out with participants of Ethiopian educational roadmap. Data were analyzed by both descriptive statistics of percentages and inferential statistics of, t-test, correlation and one way ANOVA. Results indicated that teacher’ valued input indicators of quality of education more than process and output indicators. Output indicators received the lowest rating. Teachers’ practice also indicated that they apply process indicators in a reasonable manner. The results of relationship between practices of teaching learning processes revealed that, as teachers’ perception toward quality teaching learning process increases their practice of elements of constructivism also increases.

scholarly journals Making Sense of an Elusive Concept: Academics’ Perspectives of Quality in Higher Education

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Lazarus Nabaho ◽  
Jessica Norah Aguti ◽  
Joseph Oonyu
Keyword(s):  
Higher Education ◽  
Academic Discipline ◽  
Fitness For Purpose ◽  
Higher Education System ◽  
Makerere University ◽  
Making Sense ◽  
Or Practice ◽  
Perception Of Quality ◽  
Quality In Higher Education ◽  
Elusive Concept

Objective: Since the 1990s studies on how stakeholders in higher education perceive quality have burgeoned. Nevertheless, the majority of studies on perception of quality in higher education focus on students and employers. The few studies on academics’ perceptions of quality in higher education treat academics as a homogeneous group and, therefore, do not point out cross-disciplinary perspectives in perceptions of quality. This article explores how academics across six disciplines perceive quality in higher education. Method: The article is anchored in the interpretivist paradigm. Data was collected from 14 purposely selected academics at Makerere University in Uganda and analyzed using thematic analysis. Results: The findings show that academics perceive quality in higher education as transformation, fitness for purpose, and exceptional. The findings further demonstrate that a stakeholder group or an individual stakeholder can subscribe to a notion of quality in higher education but voice divergent views on its variants. Similarly, the academic discipline, the perceived purpose of higher education, and the problems within a higher education system have an influence on stakeholders’ conception of quality in higher education. Conclusions: From the findings it can be inferred that quality in higher education defies a single definition and that stakeholders’ perceptions of quality do not take place in a vacuum. Implication for Theory and/or Practice: The multidimensional nature of quality and the contestations around it necessitate a multidimensional approach to assuring and assessing it.

scholarly journals Saudi University Students’ Perceptions of Service Quality in Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 151
Author(s):  
Fatemah A. Alhazmi
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Demographic Variables ◽  
Male Students ◽  
Kingdom Of Saudi Arabia ◽  
Strategic Plans ◽  
Decision Making Processes ◽  
Perception Of Quality ◽  
Quality In Higher Education

Higher education institutions (HEIs), like any other organizations, consider the customer experience to be an intrinsic component of their strategic plans, decision-making processes, and development. In the higher education (HE) context, the students are the customers and demand high service quality to inform their decisions. This article evaluates the perception of quality of service (QoS) in a HE setting from the perspective of students studying at King Khalid University (KKU) in the Kingdom of Saudi Arabia (KSA). A modified service quality (SERVQUAL) instrument is used to measure five constructs: tangibles, reliability, responsiveness, assurance, and empathy. The research also assesses whether there is a connection between the participants’ responses and key demographic variables. Permission was granted to distribute 500 questionnaires to all the students in the selected college. Of these, 350 questionnaires were returned, and 298 were deemed useful. The data collected to assess perceptions of QoS was analyzed using SPSS, a t-test, and a cutoff point (3.4). The table of variance analysis and ETA square identified relationships between the participants’ answers and the demographic variables. Evaluation of all the services was lower than predicted. The highest rated construct was assurance with mean (3.0116), responsiveness with mean (2.8465), tangibles with mean (2.7843), reliability with mean (2.6914), and empathy with mean (2.5558). There were statistically significant differences found in the students’ evaluation for the first dimension (tangibles) associated with gender difference, with the average evaluation by male students being (2.9532), and the average evaluation by female students (2.6685); otherwise demographic characteristics had no statistically significant influence on students’ evaluations.

Current challenges to quality in higher education

1994 ◽  
Vol 18 (3) ◽  
pp. 177-188 ◽  
Author(s):  
Paul Ramsden
Keyword(s):  
Higher Education ◽  
Quality In Higher Education

scholarly journals ICT and E-Learning – Catalysts for Innovation and Quality in Higher Education

2015 ◽  
Vol 23 ◽  
pp. 704-711 ◽  
Author(s):  
Adina-Petruta Pavel ◽  
Andreas Fruth ◽  
Monica-Nicoleta Neacsu
Keyword(s):  
Higher Education ◽  
E Learning ◽  
Quality In Higher Education
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