Pub Date : 2022-10-13DOI: 10.1108/qae-03-2022-0080
L. Chikazhe, T. Bhebhe, B. Nyagadza, E. Munyanyi, T. Singizi
Purpose This paper aims to investigate how graduates’ perceptions of self-service technology and perceived job performance can be used to assess university service quality. Also, this study examines the mediating role of perceived job performance on the effect of university service quality on graduates’ satisfaction and loyalty. Design/methodology/approach A quantitative methodology was adopted where university graduates’ perceptions of self-service technology and job performance were used to assess the level of the university’s service quality. Through a cross-sectional survey, data were collected from 280 university graduates employed in Chinhoyi town, Zimbabwe, during the period between August and December 2021. Findings This study’s findings indicate that self-service technology influences university service quality which in turn impacts on graduates’ perceived job performance, satisfaction and loyalty. Graduates' perceived job performance was also found to partially mediate the effect of university service quality on satisfaction and loyalty among graduates. Research limitations/implications This study’s results are instrumental to enable university’s management in developing economies to adopt and improve self-service technologies as this enhances university service quality and graduates’ perceived job performance, satisfaction and loyalty. Originality/value This paper provides new insights, that is, the incorporation of graduates’ perceptions of self-service technology and job performance in assessing the university’s service quality. This research further clarifies the function of graduates’ perceived job performance in mediating the effect of university service quality on graduate satisfaction and loyalty. This study further adds to our understanding of tools, criteria and methods for assuring university service quality.
{"title":"The role of self-service technology and graduates’ perceived job performance in assessing university service quality","authors":"L. Chikazhe, T. Bhebhe, B. Nyagadza, E. Munyanyi, T. Singizi","doi":"10.1108/qae-03-2022-0080","DOIUrl":"https://doi.org/10.1108/qae-03-2022-0080","url":null,"abstract":"\u0000Purpose\u0000This paper aims to investigate how graduates’ perceptions of self-service technology and perceived job performance can be used to assess university service quality. Also, this study examines the mediating role of perceived job performance on the effect of university service quality on graduates’ satisfaction and loyalty.\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative methodology was adopted where university graduates’ perceptions of self-service technology and job performance were used to assess the level of the university’s service quality. Through a cross-sectional survey, data were collected from 280 university graduates employed in Chinhoyi town, Zimbabwe, during the period between August and December 2021.\u0000\u0000\u0000Findings\u0000This study’s findings indicate that self-service technology influences university service quality which in turn impacts on graduates’ perceived job performance, satisfaction and loyalty. Graduates' perceived job performance was also found to partially mediate the effect of university service quality on satisfaction and loyalty among graduates.\u0000\u0000\u0000Research limitations/implications\u0000This study’s results are instrumental to enable university’s management in developing economies to adopt and improve self-service technologies as this enhances university service quality and graduates’ perceived job performance, satisfaction and loyalty.\u0000\u0000\u0000Originality/value\u0000This paper provides new insights, that is, the incorporation of graduates’ perceptions of self-service technology and job performance in assessing the university’s service quality. This research further clarifies the function of graduates’ perceived job performance in mediating the effect of university service quality on graduate satisfaction and loyalty. This study further adds to our understanding of tools, criteria and methods for assuring university service quality.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49633071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-05DOI: 10.1108/qae-01-2022-0027
Dikla Barak, Merav Aizenberg, G. Zilka
Purpose The purpose of the study is to examine whether the remote teaching experience of instructors in higher education during the COVID-19 pandemic has improved after one year. Design/methodology/approach The study involved 75 instructors teaching at an institution of higher education in Israel, who answered twice (once in 2020 and again in 2021) a quantitative questionnaire that examined their remote teaching experience. Findings The hypotheses about greater use of digital tools and about more positive attitudes of instructors toward remote teaching and learning at the second measurement than at the first one were confirmed. This hypothesis about lower levels of technical difficulties in remote teaching at the second measurement was not confirmed, but the level of reported difficulty was already low at the first measurement. Practical implications It is recommended that academic institutions continue the trend of deploying innovation in teaching with confidence in the ability of instructors to adapt to change. At the same time, instructors should be provided with mental and technical support. Originality/value Few studies have examined the change in attitudes of instructors toward remote teaching over time. In the present study, we used a repeated measures design, which made it possible to monitor the instructors’ adaptation to remote teaching. Adaptation to the new teaching method can contribute to innovation in teaching in academic institutions and to improvement in its quality.
{"title":"Changing trends in remote teaching among instructors in higher education in the shadow of the coronavirus crisis","authors":"Dikla Barak, Merav Aizenberg, G. Zilka","doi":"10.1108/qae-01-2022-0027","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of the study is to examine whether the remote teaching experience of instructors in higher education during the COVID-19 pandemic has improved after one year.\u0000\u0000\u0000Design/methodology/approach\u0000The study involved 75 instructors teaching at an institution of higher education in Israel, who answered twice (once in 2020 and again in 2021) a quantitative questionnaire that examined their remote teaching experience.\u0000\u0000\u0000Findings\u0000The hypotheses about greater use of digital tools and about more positive attitudes of instructors toward remote teaching and learning at the second measurement than at the first one were confirmed. This hypothesis about lower levels of technical difficulties in remote teaching at the second measurement was not confirmed, but the level of reported difficulty was already low at the first measurement.\u0000\u0000\u0000Practical implications\u0000It is recommended that academic institutions continue the trend of deploying innovation in teaching with confidence in the ability of instructors to adapt to change. At the same time, instructors should be provided with mental and technical support.\u0000\u0000\u0000Originality/value\u0000Few studies have examined the change in attitudes of instructors toward remote teaching over time. In the present study, we used a repeated measures design, which made it possible to monitor the instructors’ adaptation to remote teaching. Adaptation to the new teaching method can contribute to innovation in teaching in academic institutions and to improvement in its quality.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48763212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-26DOI: 10.1108/qae-02-2022-0031
Lakshmy Mohandas, Nathalia Sorgenfrei, Lauren Drankoff, Ivan Sanchez, S. Furterer, E. Cudney, C. Laux, J. Antony
Purpose This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19. Design/methodology/approach This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response. Research limitations/implications The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.
{"title":"Identifying factors that impact online teaching effectiveness during COVID-19","authors":"Lakshmy Mohandas, Nathalia Sorgenfrei, Lauren Drankoff, Ivan Sanchez, S. Furterer, E. Cudney, C. Laux, J. Antony","doi":"10.1108/qae-02-2022-0031","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0031","url":null,"abstract":"\u0000Purpose\u0000This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.\u0000\u0000\u0000Findings\u0000The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.\u0000\u0000\u0000Research limitations/implications\u0000The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.\u0000\u0000\u0000Practical implications\u0000Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.\u0000\u0000\u0000Originality/value\u0000This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46100469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-16DOI: 10.1108/qae-01-2022-0015
H. T. T. Bui, Q. Bui, Thanh Thi Phuong Nguyen, Quang Huu Cao, Thuy Van Phung, Ha Thanh Nguyen
Purpose Service quality has been widely recognized as the core value of any higher education institution (HEIs), especially in the context of higher education reform in Vietnam. The paper aims to assess the student’s perceived service quality using SERVPERF scale and to find the relations between perceived service quality, satisfaction and loyalty in one public university in Vietnam. Design/methodology/approach The self-structured questionnaire using SERVPERF scale was administered to 350 students currently attending full-time courses at the university. Confirmatory factor analysis was used to certify the elementary factors. The regression models were applied to determine the relationship between service quality, student satisfaction and student loyalty. Findings The findings revealed the significant relationships between student perceived service quality with satisfaction and loyalty. However, this relationship is mediated by student satisfaction. Research limitations/implications The study is limited to public university education service and examined the perspective of student as “primary customer”; therefore, generalizing the results to other service industries and other role of student as stakeholder or citizen should be used with caution. Practical implications The SERVPERF scale could be delivered regularly to get the student’s perception on the HEIs performance. The results should be taken for purpose of continuing quality improvement to enhance the satisfaction and loyalty, particularly in the context of highly competitive environment and university autonomous in Vietnam. Originality/value This is believed to be the first study in Vietnam with sufficient evidence to support the concept that service quality positively related to students’ satisfaction and loyalty and satisfaction as mediating factor.
{"title":"Assessing the relationship between service quality, satisfaction and loyalty: the Vietnamese higher education experience","authors":"H. T. T. Bui, Q. Bui, Thanh Thi Phuong Nguyen, Quang Huu Cao, Thuy Van Phung, Ha Thanh Nguyen","doi":"10.1108/qae-01-2022-0015","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0015","url":null,"abstract":"\u0000Purpose\u0000Service quality has been widely recognized as the core value of any higher education institution (HEIs), especially in the context of higher education reform in Vietnam. The paper aims to assess the student’s perceived service quality using SERVPERF scale and to find the relations between perceived service quality, satisfaction and loyalty in one public university in Vietnam.\u0000\u0000\u0000Design/methodology/approach\u0000The self-structured questionnaire using SERVPERF scale was administered to 350 students currently attending full-time courses at the university. Confirmatory factor analysis was used to certify the elementary factors. The regression models were applied to determine the relationship between service quality, student satisfaction and student loyalty.\u0000\u0000\u0000Findings\u0000The findings revealed the significant relationships between student perceived service quality with satisfaction and loyalty. However, this relationship is mediated by student satisfaction.\u0000\u0000\u0000Research limitations/implications\u0000The study is limited to public university education service and examined the perspective of student as “primary customer”; therefore, generalizing the results to other service industries and other role of student as stakeholder or citizen should be used with caution.\u0000\u0000\u0000Practical implications\u0000The SERVPERF scale could be delivered regularly to get the student’s perception on the HEIs performance. The results should be taken for purpose of continuing quality improvement to enhance the satisfaction and loyalty, particularly in the context of highly competitive environment and university autonomous in Vietnam.\u0000\u0000\u0000Originality/value\u0000This is believed to be the first study in Vietnam with sufficient evidence to support the concept that service quality positively related to students’ satisfaction and loyalty and satisfaction as mediating factor.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49562639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-14DOI: 10.1108/qae-02-2022-0037
Sohail Ahmad, Afaq Ahmed
Purpose This study aims to explore whether and how leaders’ attributes, understanding of and attitude towards quality assurance (QA) shape their practices towards effective implementation of QA in universities. Design/methodology/approach Using qualitative case study, the data were collected from nine institutional leaders purposively selected from two universities. The data, collected through semi-structured interviews, were analysed using thematic analysis technique. Findings The findings revealed that personal attributes of leaders such as understanding of QA, attitude towards QA and practices shape leadership style either as transformational or compliance leader. The transformational leader implements QA procedures with the intention of bringing improvement in teaching learning and research quality. In contrast, the compliance leaders are primarily concerned with implementation of QA procedures merely to fulfil the requirements of an external regulatory body. Research limitations/implications This study acknowledges that certain other factors (e.g. demographics, institutional policies or practices) might have an influence on leadership practices. Using the framework of this study, further quantitative and/or mixed methods research can expand by bringing more factors that can shape leadership practices. Originality/value The role of leadership is significant to the success of any university. A plethora of studies have reported various aspects of successful leadership in higher education (HE). However, in the changing nature of HE due to the emergence of formal QA, there is paucity of research that focusses on the role of leader’s attributes in the effective implementation of QA procedures.
{"title":"The role of leadership in effective implementation of quality assurance mechanisms in higher education: an exploratory case study from Pakistan","authors":"Sohail Ahmad, Afaq Ahmed","doi":"10.1108/qae-02-2022-0037","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0037","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore whether and how leaders’ attributes, understanding of and attitude towards quality assurance (QA) shape their practices towards effective implementation of QA in universities.\u0000\u0000\u0000Design/methodology/approach\u0000Using qualitative case study, the data were collected from nine institutional leaders purposively selected from two universities. The data, collected through semi-structured interviews, were analysed using thematic analysis technique.\u0000\u0000\u0000Findings\u0000The findings revealed that personal attributes of leaders such as understanding of QA, attitude towards QA and practices shape leadership style either as transformational or compliance leader. The transformational leader implements QA procedures with the intention of bringing improvement in teaching learning and research quality. In contrast, the compliance leaders are primarily concerned with implementation of QA procedures merely to fulfil the requirements of an external regulatory body.\u0000\u0000\u0000Research limitations/implications\u0000This study acknowledges that certain other factors (e.g. demographics, institutional policies or practices) might have an influence on leadership practices. Using the framework of this study, further quantitative and/or mixed methods research can expand by bringing more factors that can shape leadership practices.\u0000\u0000\u0000Originality/value\u0000The role of leadership is significant to the success of any university. A plethora of studies have reported various aspects of successful leadership in higher education (HE). However, in the changing nature of HE due to the emergence of formal QA, there is paucity of research that focusses on the role of leader’s attributes in the effective implementation of QA procedures.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44862913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-09DOI: 10.1108/qae-01-2022-0016
Ratana Ghosh, Asia Khatun, Zobaida Khanam
Purpose The closure of educational institutions in the COVID-19 pandemic has changed the global teaching and learning landscape. Face-to-face classroom activity has been shifted to online classroom activity. This study aims to investigate the effect of social media-based education on students’ academic performance during the pandemic. Design/methodology/approach This study analyzes the perceptions of 302 university-going students of Bangladesh using structural equation modeling. Findings Results show that Facebook features, perceived usefulness and personal tutorial have a positive and significant relationship with the use of social media (USM). Furthermore, the USM has a positive and significant relationship with the academic performance of the university-going students of Bangladesh during the pandemic. Research limitations/implications This research has considered the social media usage of university students during the pandemic for academic purposes. This study has not considered income group, technical literacy and device availability of the students. Therefore, the findings may not be generalized to all classes of society. Practical implications This study validates that the USM can ensure good academic performance by engaging students through collaboration and attention. Originality/value Diffusion of knowledge and interactive face-to-face learning procedures have faced a massive loss because of this COVID-19 pandemic. Easiness in the mode of teaching technique can be a precondition for its acceptance among the students. As the impact of social media on academic performance in this pandemic context has remained unexplained, this study is designed to focus on this emerging issue.
{"title":"The relationship between social media based teaching and academic performance during COVID-19","authors":"Ratana Ghosh, Asia Khatun, Zobaida Khanam","doi":"10.1108/qae-01-2022-0016","DOIUrl":"https://doi.org/10.1108/qae-01-2022-0016","url":null,"abstract":"\u0000Purpose\u0000The closure of educational institutions in the COVID-19 pandemic has changed the global teaching and learning landscape. Face-to-face classroom activity has been shifted to online classroom activity. This study aims to investigate the effect of social media-based education on students’ academic performance during the pandemic.\u0000\u0000\u0000Design/methodology/approach\u0000This study analyzes the perceptions of 302 university-going students of Bangladesh using structural equation modeling.\u0000\u0000\u0000Findings\u0000Results show that Facebook features, perceived usefulness and personal tutorial have a positive and significant relationship with the use of social media (USM). Furthermore, the USM has a positive and significant relationship with the academic performance of the university-going students of Bangladesh during the pandemic.\u0000\u0000\u0000Research limitations/implications\u0000This research has considered the social media usage of university students during the pandemic for academic purposes. This study has not considered income group, technical literacy and device availability of the students. Therefore, the findings may not be generalized to all classes of society.\u0000\u0000\u0000Practical implications\u0000This study validates that the USM can ensure good academic performance by engaging students through collaboration and attention.\u0000\u0000\u0000Originality/value\u0000Diffusion of knowledge and interactive face-to-face learning procedures have faced a massive loss because of this COVID-19 pandemic. Easiness in the mode of teaching technique can be a precondition for its acceptance among the students. As the impact of social media on academic performance in this pandemic context has remained unexplained, this study is designed to focus on this emerging issue.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41655000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.1108/qae-03-2022-0062
A. Giner-Gomis, Raúl González-Fernández, M. J. Iglesias-Martínez, E. López-Gómez, Inés Lozano-Cabezas
Purpose This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with which to improve the initial teacher education (ITE) during the TP period in times of uncertainty and crisis. Design/methodology/approach This study used a mixed-methods approach. The participants consisted of 89 preservice teachers (student teachers). An online questionnaire was used to collect data during January 2022 in two rounds. The data analysis was carried out from an integrative perspective and used both a descriptive approach and the content analysis of the participants’ narratives. Findings The results show the differences, adjustments and adaptations that have had to be implemented in schools as a whole. The findings also highlight the difficulties that the pandemic context has caused for the TP period in schools and the relevant implications that it has had on ITE during these past two academic years. Originality/value This research is relevant for a better understanding of the challenges faced during the pandemic in the field of early childhood and primary education. More specifically, this paper gives important clues to higher education institutions on how to carry out TP, especially in times of uncertainty and crisis.
{"title":"Investigating the teaching practicum during COVID-19 through the lens of preservice teachers","authors":"A. Giner-Gomis, Raúl González-Fernández, M. J. Iglesias-Martínez, E. López-Gómez, Inés Lozano-Cabezas","doi":"10.1108/qae-03-2022-0062","DOIUrl":"https://doi.org/10.1108/qae-03-2022-0062","url":null,"abstract":"\u0000Purpose\u0000This paper aims to explore the perceptions of preservice teachers regarding their learning during the teaching practicum (TP) period in the context of the pandemic. Specifically, the objectives of this study are to analyze the difficulties and the learning consequences perceived by student teachers and also to identify proposals with which to improve the initial teacher education (ITE) during the TP period in times of uncertainty and crisis.\u0000\u0000\u0000Design/methodology/approach\u0000This study used a mixed-methods approach. The participants consisted of 89 preservice teachers (student teachers). An online questionnaire was used to collect data during January 2022 in two rounds. The data analysis was carried out from an integrative perspective and used both a descriptive approach and the content analysis of the participants’ narratives.\u0000\u0000\u0000Findings\u0000The results show the differences, adjustments and adaptations that have had to be implemented in schools as a whole. The findings also highlight the difficulties that the pandemic context has caused for the TP period in schools and the relevant implications that it has had on ITE during these past two academic years.\u0000\u0000\u0000Originality/value\u0000This research is relevant for a better understanding of the challenges faced during the pandemic in the field of early childhood and primary education. More specifically, this paper gives important clues to higher education institutions on how to carry out TP, especially in times of uncertainty and crisis.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44702055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1108/qae-02-2022-0051
Istijanto Istijanto
Purpose This study aims to explore and compare the approach and avoidance factors in motivating students to study using three different learning methods: face-to-face learning, online learning and hybrid learning. Design/methodology/approach This research uses in-depth online interviews to gain insights from students. Purposive sampling was applied to recruit 33 informants from two private universities in Indonesia. The verbatim data were analyzed using a thematic content analysis to identify motivational factors. Findings This study revealed four motivational factors regarding the approach to face-to-face learning/avoidance of online learning and five motivational factors regarding the approach to online learning/avoidance of face-to-face learning. Most of the motivational factors (i.e. learning effectiveness, social interaction, campus life experiences, physical wellness, flexibility and technological learning) are also found in the approach to hybrid learning. Research limitations/implications The existing qualitative research suffers from generalizability, as does this study. Future research can investigate other contexts or use quantitative research to validate the findings. Practical implications By identifying the approach and avoidance motivational factors, higher education institutions can enhance the approach (positive) factors and minimize or eliminate the avoidance (negative) factors that motivate their students to study using different learning methods. Originality/value This research complements the existing literature using new perspectives, namely, the approach and avoidance factors that motivate students to study through face-to-face learning, online learning and hybrid learning post-COVID-19.
{"title":"Exploring factors impacting students’ motivation to learn using face-to-face, online and hybrid learning","authors":"Istijanto Istijanto","doi":"10.1108/qae-02-2022-0051","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0051","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore and compare the approach and avoidance factors in motivating students to study using three different learning methods: face-to-face learning, online learning and hybrid learning.\u0000\u0000\u0000Design/methodology/approach\u0000This research uses in-depth online interviews to gain insights from students. Purposive sampling was applied to recruit 33 informants from two private universities in Indonesia. The verbatim data were analyzed using a thematic content analysis to identify motivational factors.\u0000\u0000\u0000Findings\u0000This study revealed four motivational factors regarding the approach to face-to-face learning/avoidance of online learning and five motivational factors regarding the approach to online learning/avoidance of face-to-face learning. Most of the motivational factors (i.e. learning effectiveness, social interaction, campus life experiences, physical wellness, flexibility and technological learning) are also found in the approach to hybrid learning.\u0000\u0000\u0000Research limitations/implications\u0000The existing qualitative research suffers from generalizability, as does this study. Future research can investigate other contexts or use quantitative research to validate the findings.\u0000\u0000\u0000Practical implications\u0000By identifying the approach and avoidance motivational factors, higher education institutions can enhance the approach (positive) factors and minimize or eliminate the avoidance (negative) factors that motivate their students to study using different learning methods.\u0000\u0000\u0000Originality/value\u0000This research complements the existing literature using new perspectives, namely, the approach and avoidance factors that motivate students to study through face-to-face learning, online learning and hybrid learning post-COVID-19.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44805395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-23DOI: 10.1108/qae-02-2022-0039
María Begoña Peña-Lang, J. Barrutia, C. Echebarria
Purpose This paper aims to propose and examine the relationship between students’ perception of service quality and dimensions and their academic achievement. Design/methodology/approach Based on the resource-based view, a conceptual relationship between service quality and dimensions and academic achievement is proposed and tested with a sample of 380 STEM university students who attended secondary schools in a region of Spain. Findings Service quality and four of its dimensions (i.e. empathy, reliability, responsiveness and assurance/confidence) could contribute to students’ academic achievement. The expected effect of tangible elements on academic achievement was not supported by the data. Results were controlled for student’s personal factors that have proven important in explaining academic achievement in previous studies (i.e. need for cognition, need for emotion and self-efficacy). Originality/value Previous research has extensively studied factors affecting students’ academic achievement. However, the direct relationship between service quality and student’s academic achievement has been rarely proposed and examined. Service quality has been mostly viewed as a precursor of student satisfaction and loyalty. This research views service quality as a school higher-order capability that supplements students’ capabilities.
{"title":"Service quality and students’ academic achievement","authors":"María Begoña Peña-Lang, J. Barrutia, C. Echebarria","doi":"10.1108/qae-02-2022-0039","DOIUrl":"https://doi.org/10.1108/qae-02-2022-0039","url":null,"abstract":"\u0000Purpose\u0000This paper aims to propose and examine the relationship between students’ perception of service quality and dimensions and their academic achievement.\u0000\u0000\u0000Design/methodology/approach\u0000Based on the resource-based view, a conceptual relationship between service quality and dimensions and academic achievement is proposed and tested with a sample of 380 STEM university students who attended secondary schools in a region of Spain.\u0000\u0000\u0000Findings\u0000Service quality and four of its dimensions (i.e. empathy, reliability, responsiveness and assurance/confidence) could contribute to students’ academic achievement. The expected effect of tangible elements on academic achievement was not supported by the data. Results were controlled for student’s personal factors that have proven important in explaining academic achievement in previous studies (i.e. need for cognition, need for emotion and self-efficacy).\u0000\u0000\u0000Originality/value\u0000Previous research has extensively studied factors affecting students’ academic achievement. However, the direct relationship between service quality and student’s academic achievement has been rarely proposed and examined. Service quality has been mostly viewed as a precursor of student satisfaction and loyalty. This research views service quality as a school higher-order capability that supplements students’ capabilities.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.1108/qae-04-2022-0095
M. Bansal, Surbhi Kapur
Purpose The study aims to review the existing theories and literature related to life skills education for adolescents to construct a model portraying the inter-relatedness between these variables. This study discerns the inferences from the studies conducted earlier to propose various aspects to be considered for future research and interventions targeting the effectiveness of life skills education for adolescents. Design/methodology/approach Prolific examination of numerous theoretical and empirical studies addressing these variables was carried out to formulate assertions and postulations. Deducing from the studies in varied streams of education, public health, psychology, economics and international development, this paper is an endeavor toward clarifying some pertinent issues related to life skills education. Findings Although there is abundant evidence to encourage and assist the development of life skills as a tool to achieve other outcomes of interest, it is also important to see life skills as providing both instrumental and ultimate value to adolescents. Quality life skills education needs to be intertwined with the curriculum through the primary and secondary education, in the same way as literacy and numeracy skills. Originality/value The present study has important implications for educators and policymakers for designing effective life skills education programs. Additionally, this paper provides a three-step model based on Lewin’s three step prototype for change, to impart life skills trainings to adolescents through drafting pertinent systems. This will help in imparting quality life skills education to adolescents and raising them to be psychologically mature adults.
{"title":"Facets of life skills education – a systematic review","authors":"M. Bansal, Surbhi Kapur","doi":"10.1108/qae-04-2022-0095","DOIUrl":"https://doi.org/10.1108/qae-04-2022-0095","url":null,"abstract":"\u0000Purpose\u0000The study aims to review the existing theories and literature related to life skills education for adolescents to construct a model portraying the inter-relatedness between these variables. This study discerns the inferences from the studies conducted earlier to propose various aspects to be considered for future research and interventions targeting the effectiveness of life skills education for adolescents.\u0000\u0000\u0000Design/methodology/approach\u0000Prolific examination of numerous theoretical and empirical studies addressing these variables was carried out to formulate assertions and postulations. Deducing from the studies in varied streams of education, public health, psychology, economics and international development, this paper is an endeavor toward clarifying some pertinent issues related to life skills education.\u0000\u0000\u0000Findings\u0000Although there is abundant evidence to encourage and assist the development of life skills as a tool to achieve other outcomes of interest, it is also important to see life skills as providing both instrumental and ultimate value to adolescents. Quality life skills education needs to be intertwined with the curriculum through the primary and secondary education, in the same way as literacy and numeracy skills.\u0000\u0000\u0000Originality/value\u0000The present study has important implications for educators and policymakers for designing effective life skills education programs. Additionally, this paper provides a three-step model based on Lewin’s three step prototype for change, to impart life skills trainings to adolescents through drafting pertinent systems. This will help in imparting quality life skills education to adolescents and raising them to be psychologically mature adults.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48777796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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