Service Quality in Higher Education-Case study: Measuring service quality of Islamic Azad University, Firoozkooh branch
ABSTRACT
The aim of this article measuring service quality in education is increasingly important for attracting and
retaining tuition-based revenues. The objectives of this paper are two folds: first, to identify the service quality factors. Second, describe research undertaken to assess the quality of service provided by a university in Iran.
In this research we used two Questionnaires with 22 questions with seven-point Likert scale was used to
measure the perceptions and expectations of perceived quality were distributed. Factor analysis used for
validity of the constructs for the subsequent analyses. Scale items were retained for testing reliability and
construct validity. These findings were then tested using a survey study The results show that gap between
student`s perceptions and student`s expectations exist.
這篇文章的目的，在教育測量服務質量變得越來越重要，吸引和留住學費為基礎的收入。
本文的目的有兩方面：第一，確定服務質量的因素。其次，說明伊朗一所大學提供的服務質量進行了評估研究。
在這項研究中，我們使用了兩個問卷22個問題與7點李克特量表是用來測量的看法和期望，感知質量分佈。
用因子分析為以後的分析的結構的有效性。規模的項目被保留用於測試的可靠性和結構效度。
然後將這些結果進行的一項調查研究結果表明，學生的的看法和學生的期望存在差距。
2013年8月14日 星期三
Quality Management in Higher Education: A Review of InternationalIssues and Practice
Quality Management in Higher Education: A Reviewof InternationalIssues and Practice
Abstract:
A
number of environmental forces are driving change within and acrosscountries
and their higher education. These changes have served to put thisissue of
quality management firmly on the agenda of many higher educationinstitutions.
Despite the fact that higher education is increasingly viewed asan
international business, the majority of research conducted on higher education
quality management has been undertaken within single nationalcontexts. This
paper undertakes a comprehensive review of the literature onquality management
in higher education in order to identify internationalquality management
practices. The review encompasses papers publishedpredominantly in educational
journals over a ten year period, between 1996and 2006. The environmental forces
driving change in 34 countries areidentified. The paper then examines the
quality management approachesadopted in higher education institutions in
response to these forces. Thereview reveals that the most popular response is
the testing or implementationof quality management models developed for
industry. While there arebenefits to be gained from using these models, these
are relatedpredominantly to the efficiency and effectiveness of non-academic
functions.In addition, these models are reported to encourage a culture of
managerialism in higher education institutions. Whereas this approach canbe
effective in responding to climates of accountability, the effectiveness of
these models in managing quality of teaching and learning has beenquestioned.
This review therefore begs the question of whether it is time torethink our
current approaches to quality management in higher education.
一些環境力量推動變革內跨國界及其高等教育。
這些變化已經送達的質量理層牢固地把這個問題提上議事日程，許多高等教育機構。
儘管事實上，高等教育越來越被牙山國際業務，多數高等教育質量管理上進行的研究已經在單一的國家背景下進行的。
本文在高等教育質量管理的文獻進行了綜合審查，以確定國際質量管理實踐。
有關檢討涵蓋教育期刊發表的論文主要是在十年期間，在1996年和2006年之間。
在34個國家的環境驅動力的變化確定。
然後，本文探討應對這些力量在高等教育機構中質量管理的做法。檢討結果顯示，最流行的回應是開發行業的質量管理模式，測試或執行。
雖然有使用這些模型獲得的好處，這些都主要涉及到非學歷職能的效率和效益。
此外，這些模型都報以鼓勵高等教育機構中的管理主義文化。
鑑於這種方法投到有效應對氣候問責，管理的教學質量和學習這些模型的有效性受到了質疑。
這個評論，因此引出了一個問題，是否是時候重新思考我們目前的高等教育質量管理方法。
Honoring the Trust: Quality and Cost Containment in Higher Education. 履行信託：在高等教育的質量和成本控制。
Honoring the Trust: Quality and Cost Containment in Higher Education.
這本書聲稱，品質和成本控制的改善不僅需要個別高等教育機構的福祉，而且要兌現在學術界受到社會的信任。本書概括了實際的改進計劃。第1部分章節，“變革的案例，”是：（1）“信託”的侵蝕;（2）“如同經濟企業的大學”（3）“補貼與邊際貢獻”（4）“研究教學和教育質量“，以及（5）”Technologys誤解潛力。“第2部分中，“提高實務”載：（6）“教育質量流程”（7）“核心質量原則”（8）“教育質量監督”（9）“平衡成本和質量”（10） “基於性能的資源分配”（11）“高等教育行動綱領”。 （包含215的引用。）（SLD）
Massy, William F.
2003
This book asserts that improvements in quality and cost containment are required not only for the well-being of individual institutions of higher education, but also to honor the trust placed in academe by society. The book outlines a practical program for improvement. The chapters of part 1, "The Case for Change," are: (1) "The Erosion of Trust"; (2) "Universities as Economic Enterprises"; (3) "Subsidies and Contribution Margins"; (4) "Research, Teaching, and the Quality of Education"; and (5) "Technologys Misunderstood Potential." Part 2, "Improving Practice," contains: (6) "Education Quality Processes"; (7) "Core Quality Principles"; (8) "Education Quality Oversight"; (9) "Balancing Cost and Quality"; (10) "Performance-Based Resource Allocation"; and (11) "Higher Educations Action Agenda." (Contains 215 references.) (SLD)這本書聲稱，品質和成本控制的改善不僅需要個別高等教育機構的福祉，而且要兌現在學術界受到社會的信任。本書概括了實際的改進計劃。第1部分章節，“變革的案例，”是：（1）“信託”的侵蝕;（2）“如同經濟企業的大學”（3）“補貼與邊際貢獻”（4）“研究教學和教育質量“，以及（5）”Technologys誤解潛力。“第2部分中，“提高實務”載：（6）“教育質量流程”（7）“核心質量原則”（8）“教育質量監督”（9）“平衡成本和質量”（10） “基於性能的資源分配”（11）“高等教育行動綱領”。 （包含215的引用。）（SLD）
Quality Assurance in Education
Quality Assurance in Education
Yin Cheong Cheng, (Director and Professor and Wai Ming Tam is Lecturer at The Centre for Research and Development, The Hong Kong Institute of Education, Hong Kong), Wai Ming Tam, (Lecturer at The Centre for Research and Development, The Hong Kong Institute of Education, Hong Kong)
Suggests that there is a strong emphasis on the pursuit of education quality in ongoing educational reforms in both local and international contexts. Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools or higher education institutions. Introduces seven models of quality in education: the goals and specifications model; the resources input model; the process model; the satisfaction model; the legitimacy model; the absence of problems model; and the organizational learning model. Concludes that these models can form a comprehensive framework for understanding and conceptualizing quality in education from different perspectives and facilitating development of management strategies for achieving it. The framework can contribute to ongoing policy discussion, school practice, and research development on issues of quality in education institutions.
表明有較強的本地和國際背景下正在進行的教育改革強調教育質量的追求。政策出台實施教育教育質量的變化往往失敗，因為在學校或高等教育機構的教育質量的複雜性缺乏全面的了解。介紹七款教育質量的目標和規格型號;資源投入模型，過程模型，滿意度模型的合法性模型由於沒有問題的模型和組織學習的模型。得出結論認為，這些模型可以形成一個全面的框架，從不同的角度理解和概念化教育質量和促進發展的管理策略實現。此架構能夠有助於正在進行的政策討論，實踐活動，質量問題在教育機構和研究開發。
Yin Cheong Cheng, (Director and Professor and Wai Ming Tam is Lecturer at The Centre for Research and Development, The Hong Kong Institute of Education, Hong Kong), Wai Ming Tam, (Lecturer at The Centre for Research and Development, The Hong Kong Institute of Education, Hong Kong)
Suggests that there is a strong emphasis on the pursuit of education quality in ongoing educational reforms in both local and international contexts. Policies issued to implement educational changes for education quality often fail because of lack of comprehensive understanding of the complex nature of education quality in schools or higher education institutions. Introduces seven models of quality in education: the goals and specifications model; the resources input model; the process model; the satisfaction model; the legitimacy model; the absence of problems model; and the organizational learning model. Concludes that these models can form a comprehensive framework for understanding and conceptualizing quality in education from different perspectives and facilitating development of management strategies for achieving it. The framework can contribute to ongoing policy discussion, school practice, and research development on issues of quality in education institutions.
表明有較強的本地和國際背景下正在進行的教育改革強調教育質量的追求。政策出台實施教育教育質量的變化往往失敗，因為在學校或高等教育機構的教育質量的複雜性缺乏全面的了解。介紹七款教育質量的目標和規格型號;資源投入模型，過程模型，滿意度模型的合法性模型由於沒有問題的模型和組織學習的模型。得出結論認為，這些模型可以形成一個全面的框架，從不同的角度理解和概念化教育質量和促進發展的管理策略實現。此架構能夠有助於正在進行的政策討論，實踐活動，質量問題在教育機構和研究開發。
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