Reconceptualization of the Concept of Quality in Education: An Exploratory Study

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
M. Murat ERGUVAN
Keyword(s):  
Higher Education ◽  
Exploratory Study ◽  
Doctoral Dissertation ◽  
Educational Quality ◽  
Specific Reference ◽  
Unpublished Doctoral Dissertation ◽  
Total Quality ◽  
Definition Of ◽  
Quality In Higher Education ◽  
Quality In Education

The definition of quality is vague, let alone the educational quality. There are so many different perceptions around that we find it quite difficult to produce a single definition of quality. This study attempts to analyze the quality definitions offered by the quality experts of the last century, as well as modern researchers coming from different scientific areas, and find out a way to summarize the definitions. The study also includes the issue of educational quality (with specific reference to Georgian higher education setting) and tries to find a definition of quality in higher education through the stakeholders’ eyes. Having examined various views on the definition of quality put forward by researchers, the study identifies 9 properties of quality under the headings of: Method, Attribute, Scope, Process, Party, Aspect, Perception, Concept, and Influence. A Wordle diagram provides a visual idea about the main terms used to define quality in literature, and a table in the appendix sums up the definitions under 9 property headings together in more detail. This study is part of the author’s unpublished doctoral dissertation about total quality management principles in higher education.

scholarly journals Student eXperience: A Systematic Literature Review

2021 ◽  
Vol 11 (20) ◽  
pp. 9543
Author(s):  
Nicolás Matus ◽  
Cristian Rusu ◽  
Sandra Cano
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Undergraduate Students ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Student Experience ◽  
Educational Institutions ◽  
Research Questions ◽  
Definition Of ◽  
Quality In Higher Education

Students’ experiences have been covered by a large number of studies in different areas. Even so, the concept of student experience (SX) is diffuse, as it does not have a widely accepted meaning and is often shaped to the specific purposes of each study. Understanding this concept allows educational institutions to better address the needs of students. For this reason, we conducted a systematic literature review addressing the concept of SX in higher education, specifically aiming at undergraduate students. In this work, we approach the concept of SX from the perspective of customer experience (CX), based on the premise that students are users of higher education institutions’ products, systems and/or services. We reviewed articles published between 2011 and 2021, indexed in five databases (Scopus, Web of Sciences, ACM digital, IEEE Xplore and Science Direct), trying to address research questions concerning: (1) the SX definition; (2) dimensions, attributes and factors that influence SX; and (3) methods used to evaluate the SX. We selected 65 articles and analyzed various SX definitions, as well as scales and surveys to evaluate SX, mainly relating to satisfaction and quality in higher education. We propose a holistic definition of SX and recommend ways to achieve its better analysis.

Quality in higher education institutions: insights from the literature

2018 ◽  
Vol 30 (6) ◽  
pp. 732-748 ◽  
Author(s):  
Gyan Prakash
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Value Chain ◽  
Single Case ◽  
Higher Education Institutions ◽  
The Body ◽  
Total Quality ◽  
Teaching Excellence ◽  
Content Type ◽  
Quality In Higher Education

Purpose The purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs). Design/methodology/approach A systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017. Findings The findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia. Research limitations/implications This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs. Practical implications Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence. Originality/value This paper highlights the importance of quality in HEIs.

Measuring service quality in higher education

2016 ◽  
Vol 24 (2) ◽  
pp. 244-258 ◽  
Author(s):  
Viraiyan Teeroovengadum ◽  
T.J. Kamalanabhan ◽  
Ashley Keshwar Seebaluck
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Service Quality ◽  
Hierarchical Model ◽  
Quantitative Methods ◽  
Educational Quality ◽  
Second Phase ◽  
Validity And Reliability ◽  
Content Type ◽  
Quality In Higher Education

Purpose – This paper aims to develop and empirically test a hierarchical model for measuring service quality in higher education. Design/methodology/approach – The first phase of the study consisted of qualitative research methods and a comprehensive literature review, which allowed the development of a conceptual model comprising 53 service quality attributes. Quantitative methods were used for the second phase so as to test the dimensionality of the measurement instrument and assess its validity and reliability. A sample of 207 students was surveyed, and data were analysed using exploratory factor analysis and Cronbach’s alpha test. Findings – The results of the factor analysis revealed the presence of sub-dimensions. A hierarchical model was therefore considered most appropriate. The final model consisted of five primary dimensions, which are administrative quality, physical environment quality, core educational quality, support facilities quality and transformative quality. The instrument contained a total of 48 items. Each scale was satisfactorily tested for validity and reliability. Research limitations/implications – This empirical study made use of data collected in Mauritius only, a developing country. Practical implications – This study provides a framework and an instrument that can be used by higher education institutions in view of continuously improving educational quality. Originality/value – The study adopted a holistic approach by considering both the functional and technical aspect of service quality in higher education. Moreover, technical quality was operationalised by considering the notion of transformative quality.

scholarly journals Calidad educativa en las instituciones de educación superior: evaluación del síndrome de burnout en los profesores / Educational quality in higher education institutions: assessment of burnout syndrome in teachers

2018 ◽  
Vol 8 (16) ◽  
pp. 516-534
Author(s):  
Janette Brito Laredo
Keyword(s):  
Higher Education ◽  
Baja California ◽  
Higher Education Institutions ◽  
Maslach Burnout Inventory ◽  
Educational Quality ◽  
Burnout Syndrome ◽  
Educación Superior ◽  
General Survey ◽  
Educacion Superior ◽  
Quality In Higher Education

En la actualidad el rol del profesor universitario juega un papel muy importante en el proceso enseñanza-aprendizaje. Dentro de sus funciones principales se encuentra propiciar un aprendizaje permanente y significativo entre los estudiantes, con la finalidad de formar profesionistas altamente calificados, por lo que el profesorado desempeña una parte fundamental en el logro de la calidad educativa. En este sentido, el objetivo del presente trabajo consistió en realizar un estudio de la salud ocupacional en los docentes de una Institución de Educación Superior (IES) del Estado de Baja California, México. Se evaluó el estrés crónico en el trabajo relacionado con sus exigencias mediante el síndrome de burnout para identificar áreas de oportunidad y buscar el mejoramiento de sus prácticas educativas y formativas.  Este síndrome es tridimensional y está caracterizado por el agotamiento, cinismo y eficiencia profesional. La metodología aplicada fue mediante un estudio de campo con la aplicación del instrumento de medición Maslach-Burnout Inventory General Survey (MBI-GS). Se realizó un estudio con 100 % de la planta de profesores de tiempo completo adscritos a una facultad de la universidad pública, a quienes se les aplicó la prueba para conocer la propensión a padecer el síndrome de burnout. Con base en la escala de evaluación, los resultados muestran niveles medios y altos en las dimensiones de agotamiento (=2.78) y cinismo (=1.46), y bajos en eficiencia profesional (=3.54), por lo que se comprueba la existencia del síndrome en los profesores sujetos de estudio. Se considera de suma importancia identificar el síndrome de burnout en los trabajadores dedicados a la docencia y se recomienda el desarrollo de una propuesta de mejoramiento de condiciones laborales.

scholarly journals Quality in Higher Education and Satisfaction among Professors and Students

2021 ◽  
Vol 11 (1) ◽  
pp. 219-229
Author(s):  
María del Carmen Olmos-Gómez ◽  
Mónica Luque-Suárez ◽  
Concetta Ferrara ◽  
Jesús Manuel Cuevas-Rincón
Keyword(s):  
Higher Education ◽  
Total Sample ◽  
Quality Parameters ◽  
Educational Process ◽  
Educational Quality ◽  
Future Research ◽  
Self Evaluation ◽  
Level Of Satisfaction ◽  
Student’S T ◽  
Quality In Higher Education

The aim of this study was to analyze the significant differences in satisfaction with educational quality in higher education in Italy (Naples) among students and professors. The sample consisted of 501 higher education students and 121 professors, resulting in a total sample size of 622 subjects. Once the quality parameters of the instrument were determined, reliability was confirmed, and data collection was initiated. In order to analyze the results, a test of independent means (Student’s t-test) was performed, interrelating the variables of educational quality, concerning both management and satisfaction with higher education. Based on the results, we concluded that there are significant differences between the group of students and the group of professors, highlighting a higher level of satisfaction with quality reported by students regarding the coordination of teachers and staff in the educational process; therefore, the inclusion of students in the direct management of the center should be more active and an indicator to be taken into account in self-evaluation. Despite the limitations in the sample at the regional level, it offers many possibilities for future research.

scholarly journals Gamificación aplicada al desarrollo del interés del alumnado por el contenido de una asignatura del Grado en Derecho

2020 ◽  
pp. 83-91
Author(s):  
Diana Carolina Wisner-Glusko
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Level ◽  
Game Design ◽  
Administrative Law ◽  
Educational Quality ◽  
Innovative Methodology ◽  
Quality In Higher Education ◽  
Teaching Learning ◽  
Academic Year

In recent years, gamification - the use of games and game design techniques in non-game contexts- has established itself as an innovative methodology that improves educational quality in Higher Education. Education is an area of great potential for the application of gamification. Depending on the educational level, the teacher must establish a specific moment to apply it within the teaching-learning process and also choose a type of tool to design and develop in the classroom. This study offers a gamification experience based on breakout for the teaching of Administrative Law in the Degree in Law, and applied on the first day of class, with a triple purpose: to promote interaction between students, to measure the degree of knowledge about the content and skills acquired in the last academic year and motivate students by making the teaching of this subject more attractive.

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