A Service Quality Framework for Higher Education from the Perspective of Service Dominant Logic

2013 ◽  
pp. 307-317 ◽  
Author(s):  
Najwa Zulkefli ◽  
Lorna Uden
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Service Dominant Logic ◽  
Dominant Logic ◽  
Quality Framework

scholarly journals Improving Society by Improving Education through Service-Dominant Logic: Reframing the Role of Students in Higher Education

2019 ◽  
Vol 11 (19) ◽  
pp. 5292 ◽  
Author(s):  
Montserrat Díaz-Méndez ◽  
Mario R. Paredes ◽  
Michael Saren
Keyword(s):  
Higher Education ◽  
Management Practices ◽  
Business Sector ◽  
Service Dominant Logic ◽  
Traditional Management ◽  
Dominant Logic ◽  
Critical Literature

The role of higher education (HE) in the development of societies is an unquestionable fact, and its management has traditionally been a major concern of governments. Lately, there has been worldwide debate on whether universities should adopt traditional management practices as applied in any business sector. This paper questions the adoption of these practices, because they tend to simplify the complexity of this service, and argues that service-dominant logic (SDL) is a more appropriate approach to manage HE institutions. It envisions HE as a complex system where many actors interact to co-create value and focuses on the student–teacher dyad. Through a critical literature review, this paper states that the increasing established analogy of the ‘student–customer’ and ‘teacher–provider’, adopted to simplify the complexity of the HE service and thus allow the implementation of traditional management practices, jeopardizes the sustainability of social development due to its effects on the long-term quality of professionals’ training. Then, under the frame of SDL, we define students as co-creators of value (rather than customers) and teachers as value proposers, providing new insights to the debate and critical new recommendations for policymakers and universities to manage this critical relationship.

scholarly journals Investigating Service Quality Issues in Higher Educational Context

2019 ◽  
Vol 22 (s2) ◽  
pp. 11-37
Author(s):  
Vivien Surman ◽  
Zsuzsanna Eszter Tóth
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Academic Staff ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Questionnaire ◽  
Quality Framework ◽  
Quality Issues ◽  
Quality In Higher Education

Abstract Recently, quality issues have been widely addressed in the higher education sector as a result of which the identification and the role of stakeholders have come to the forefront. When evaluating service quality in higher education, three distinct levels of operation could be taken into account, namely, institutional level, program or faculty level and course level, on which the relevant stakeholders perceive service quality by focusing on different attributes. Besides students considered as primary stakeholders, the academic staff is paid considerable attention as they have a direct influence on how students perceive educational service quality. The establishment of a course level service quality framework of a special course is presented in this paper by demonstrating not only the students’ but also the supervisors’ aspects through a student questionnaire, focus group discussions and personal interviews. These approaches resulted in a new, more sophisticated understanding of service quality on course level.

scholarly journals An effect of value co-creation on student benefits in COVID-19 pandemic

2021 ◽  
Vol 13 ◽  
pp. 184797902110583
Author(s):  
Byung–Hak Leem
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Service Marketing ◽  
Service Dominant Logic ◽  
Creation Process ◽  
Dominant Logic ◽  
A Value ◽  
Education Environment ◽  
Education Platform ◽  
Student Benefits

The study is to propose a theoretical framework for a value co-creation process based on Service Dominant logic and to explore the effect of value co-creation on student benefits in a higher education environment. We applied value co-creation in an online education platform during the COVID-19 pandemic and conducted an empirical analysis on the value co-creation theory in higher education. We found the following results. First, co-production not only directly affects the value-in-use, but also affects student benefits, consisting of satisfaction and loyalty. Second, value-in-use also has a direct effect on student benefits and is more important than co-production in increasing student benefits in an online education platform. This study extends the Service Dominant logic theory by applying the Service Dominant logic, which has been widely studied in service marketing, to the higher education environment. This study also helps university stakeholders to understand the value of online education platform, understand the diversification of online education modalities, and understand the perspective of students as co-creator.

A Consideration of Value Co-Creation in Branding of University Research-Laboratories

2017 ◽  
pp. 1737-1756
Author(s):  
Dung Thuy Nguyen ◽  
Kunio Shirahada ◽  
Michitaka Kosaka
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Laboratory ◽  
University Research ◽  
Mutual Trust ◽  
Essential Factor ◽  
Service Dominant Logic ◽  
Dominant Logic ◽  
The Core ◽  
University Branding

Since service dominant logic and co-creation have been applied to branding in the higher education sector as bottom-up building of brand, research laboratories have become an essential factor in university branding. This paper aims to explore branding of research laboratories based on value co-creation processes through real experiences in research laboratories. The authors' hypotheses have identified how research laboratory brand could be created and sustainably expanded based on co-creation between professors and students. Case studies in Japanese laboratories were assumed to have their operations based on service dominant logic to verify the hypotheses. In addition, the concept of trust as value-in-trust was evaluated through this research to identify ways in which research laboratory brands were directly and indirectly spread by co-creation. Thus, this research emphasized the concept that the core of stable and powerful brands was contributed by value co-creation of stakeholders who maintained their mutual trust.

scholarly journals Reflections on student‐university interactions for next generation learning

2012 ◽  
Vol 24 (2) ◽  
pp. 328-342 ◽  
Author(s):  
David H. Wong
Keyword(s):  
Higher Education ◽  
Value Creation ◽  
Higher Education Institutions ◽  
Service Dominant Logic ◽  
Student Interactions ◽  
Content Type ◽  
Creation Process ◽  
Dominant Logic ◽  
E Learning ◽  
Value Creation Process

PurposeThe purpose of this paper is to draw attention to the implications of an e‐learning strategy – a strategy that is increasingly employed with greater intensity by many higher education institutions, by re‐examining the value creation process from a service‐dominant logic perspective.Design/methodology/approachA model of student‐faculty and student‐student interactions using interactive Web 2.0 technologies in e‐learning is offered and explained using literature from service‐dominant logic research.FindingsThis perspective fundamentally alters the mindset of higher education institutions that have traditionally devised strategies to deliver value through its products and services. The new focus provided by service‐dominant logic is for higher education institutions to acknowledge that they can only facilitate the value creation process by fostering interactions, constructing learning activities that enable enriching learning experiences and creating structures to support these experiences.Practical implicationsKey challenges for higher education institutions are discussed that include implications for exclusion marketing, perceived value for money, and policy issues.Originality/valueThis paper provides a fresh perspective, and a new line of thinking with regard to how value is co‐created by both faculty and students through a set of experiences within student‐faculty and student‐student interactions. It therefore potentially directs a new path of research in the area.

A Consideration of Value Co-Creation in Branding of University Research-Laboratories

2016 ◽  
Vol 7 (2) ◽  
pp. 40-57 ◽  
Author(s):  
Dung Thuy Nguyen ◽  
Kunio Shirahada ◽  
Michitaka Kosaka
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Laboratory ◽  
University Research ◽  
Mutual Trust ◽  
Essential Factor ◽  
Service Dominant Logic ◽  
Dominant Logic ◽  
The Core ◽  
University Branding

Since service dominant logic and co-creation have been applied to branding in the higher education sector as bottom-up building of brand, research laboratories have become an essential factor in university branding. This paper aims to explore branding of research laboratories based on value co-creation processes through real experiences in research laboratories. The authors' hypotheses have identified how research laboratory brand could be created and sustainably expanded based on co-creation between professors and students. Case studies in Japanese laboratories were assumed to have their operations based on service dominant logic to verify the hypotheses. In addition, the concept of trust as value-in-trust was evaluated through this research to identify ways in which research laboratory brands were directly and indirectly spread by co-creation. Thus, this research emphasized the concept that the core of stable and powerful brands was contributed by value co-creation of stakeholders who maintained their mutual trust.

Measuring Service Quality in The Context of Higher Education in Vietnam

2013 ◽  
pp. 77-90
Author(s):  
Yen Nguyen Thi Hoang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Exploratory Study ◽  
Measurement Scale ◽  
Education Service ◽  
The Subject

This paper focuses on the understanding of service quality in the context of Vietnamese universities. It proposes an approach for measuring the quality of the higher education service provided by universities in Vietnam. Firstly, an exploratory study was conducted. Then, the set of items which were generated became the subject of a questionnaire that was then administered to 675 students of a Vietnamese university to determine the dimensions of higher education service quality in this context. The obtained results permit us to appropriate a measurement scale which is slightly different from the SERVQUAL scale widely known as the standard for measuring service quality. The results also show that tangible elements, responsiveness and assurance seem to be three specific dimensions of the higher education service of Vietnamese universities.

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