Pub Date : 2021-03-05DOI: 10.1108/LTHE-08-2020-0016
M. S. Sohail, M. Hasan
Purpose The purpose of this study is to examine the influence of service quality on student’s satisfaction. Design/methodology/approach Using empirical research, the study identified previously validated scales of service quality and student satisfaction. Using the SERVPERF scale, data were collected from 279 students studying in public and private universities across Saudi Arabia. The model fit of the scale was assessed to ensure that the data produced accurate outcomes. Structural equation modelling was used to test the effects of independent variables on dependent variables. Findings The results suggest that four of the five dimensions of service quality, namely, tangibility, reliability, responsiveness and assurance had a significant effect on students’ satisfaction. Empathy was not found to contribute to student satisfaction. The findings broaden and deepen our understanding of how the dimensions of service quality reinforce students’ satisfaction. Research limitations/implications Future research can also incorporate in the model other variables, academic and non-academic, related to student satisfaction. Practical implications The results have useful implications for decision-makers in higher education institutions who strive to enhance students’ satisfaction and increase the quality of higher education programmes, particularly in Saudi Arabia and the Gulf region in general. Originality/value This study uses the SERVPERF scale, which is empirically superior to the SERVQUAL scale for measuring student satisfaction.
{"title":"Students’ perceptions of service quality in Saudi universities: the SERVPERF model","authors":"M. S. Sohail, M. Hasan","doi":"10.1108/LTHE-08-2020-0016","DOIUrl":"https://doi.org/10.1108/LTHE-08-2020-0016","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine the influence of service quality on student’s satisfaction.\u0000\u0000\u0000Design/methodology/approach\u0000Using empirical research, the study identified previously validated scales of service quality and student satisfaction. Using the SERVPERF scale, data were collected from 279 students studying in public and private universities across Saudi Arabia. The model fit of the scale was assessed to ensure that the data produced accurate outcomes. Structural equation modelling was used to test the effects of independent variables on dependent variables.\u0000\u0000\u0000Findings\u0000The results suggest that four of the five dimensions of service quality, namely, tangibility, reliability, responsiveness and assurance had a significant effect on students’ satisfaction. Empathy was not found to contribute to student satisfaction. The findings broaden and deepen our understanding of how the dimensions of service quality reinforce students’ satisfaction.\u0000\u0000\u0000Research limitations/implications\u0000Future research can also incorporate in the model other variables, academic and non-academic, related to student satisfaction.\u0000\u0000\u0000Practical implications\u0000The results have useful implications for decision-makers in higher education institutions who strive to enhance students’ satisfaction and increase the quality of higher education programmes, particularly in Saudi Arabia and the Gulf region in general.\u0000\u0000\u0000Originality/value\u0000This study uses the SERVPERF scale, which is empirically superior to the SERVQUAL scale for measuring student satisfaction.\u0000","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"55 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85161725","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 : 2021-03-05DOI: 10.1108/LTHE-03-2021-056
J. Khan, Sumitra Anilkumar, Sarah Azzam, Shahbano Farooq, Lama Mahmoud
Creativity plays an important role in education. Almost daily, academics and students alike face situations that require them to be fl exible and creative. The work of faculty is a fi ne balance between the needs of their students and the requirements of the institutions they work for, and so, quick-thinking and resourcefulness are useful attributes for any educator. There are numerous articles and books that focus on issues faced in academic contexts, but few target the fl exibility and creativity needed in academia. The book, Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration (Catmull and Wallace, 2014), while written for a corporate environment, gives useful strategies in this regard for academic contexts as well.
{"title":"Book review: Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration","authors":"J. Khan, Sumitra Anilkumar, Sarah Azzam, Shahbano Farooq, Lama Mahmoud","doi":"10.1108/LTHE-03-2021-056","DOIUrl":"https://doi.org/10.1108/LTHE-03-2021-056","url":null,"abstract":"Creativity plays an important role in education. Almost daily, academics and students alike face situations that require them to be fl exible and creative. The work of faculty is a fi ne balance between the needs of their students and the requirements of the institutions they work for, and so, quick-thinking and resourcefulness are useful attributes for any educator. There are numerous articles and books that focus on issues faced in academic contexts, but few target the fl exibility and creativity needed in academia. The book, Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration (Catmull and Wallace, 2014), while written for a corporate environment, gives useful strategies in this regard for academic contexts as well.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"44 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84624123","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 : 2019-10-15DOI: 10.4337/9781788975087.00012
K. Schofield
Much of the recent rhetoric in higher education focuses on teaching and learning. As we move into the environment where student experiences and expectations are measured, quantified, and publicised, then the mechanisms for understanding how we engage these individuals in their learning becomes more important. We can use this understanding of how students learn in order to better inform our programme design, teaching, classroom management, and the development of academic practice. Humans are meaning interpreters, we reify the abstract, we seek, we explore, and we learn. The challenge for educators is that we often do not take the opportunity to disentangle the mechanisms of learning from the practices of teaching. Over the coming chapter we will explore different theoretical perspectives on learning; these positions underpin the work which follows where, in each chapter, academics advocate solutions for some of the key issues facing teaching and learning in higher education today. This chapter will consider different theoretical positions on learning from a largely psychological perspective with clear applications to education. Importantly, we are considering the theoretical approach to learning that we can apply to students; thoughts will be proposed which can be used to understand what we mean when we discuss knowledge, an issue which will emerge throughout the text. Finally, these issues are contextualised within higher education in a practical sense, including the way this underpins curriculum design.
{"title":"Theorising about learning and knowing","authors":"K. Schofield","doi":"10.4337/9781788975087.00012","DOIUrl":"https://doi.org/10.4337/9781788975087.00012","url":null,"abstract":"Much of the recent rhetoric in higher education focuses on teaching and learning. As we move into the environment where student experiences and expectations are measured, quantified, and publicised, then the mechanisms for understanding how we engage these individuals in their learning becomes more important. We can use this understanding of how students learn in order to better inform our programme design, teaching, classroom management, and the development of academic practice. Humans are meaning interpreters, we reify the abstract, we seek, we explore, and we learn. The challenge for educators is that we often do not take the opportunity to disentangle the mechanisms of learning from the practices of teaching. Over the coming chapter we will explore different theoretical perspectives on learning; these positions underpin the work which follows where, in each chapter, academics advocate solutions for some of the key issues facing teaching and learning in higher education today. This chapter will consider different theoretical positions on learning from a largely psychological perspective with clear applications to education. Importantly, we are considering the theoretical approach to learning that we can apply to students; thoughts will be proposed which can be used to understand what we mean when we discuss knowledge, an issue which will emerge throughout the text. Finally, these issues are contextualised within higher education in a practical sense, including the way this underpins curriculum design.","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"93 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75406534","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 : 2019-10-15DOI: 10.4337/9781788975087.00032
Bahar Ali Kazmi, U. Riaz
{"title":"Technology-enhanced learning activities and student participation","authors":"Bahar Ali Kazmi, U. Riaz","doi":"10.4337/9781788975087.00032","DOIUrl":"https://doi.org/10.4337/9781788975087.00032","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"34 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74608959","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 : 2019-10-15DOI: 10.4337/9781788975087.00042
Keith Glanfield
{"title":"Practitioner module partnership and sponsorship","authors":"Keith Glanfield","doi":"10.4337/9781788975087.00042","DOIUrl":"https://doi.org/10.4337/9781788975087.00042","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81408561","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 : 2019-10-15DOI: 10.4337/9781788975087.00034
Jon Taylor, R. Terry, M. Davies
{"title":"Designing and teaching an online module","authors":"Jon Taylor, R. Terry, M. Davies","doi":"10.4337/9781788975087.00034","DOIUrl":"https://doi.org/10.4337/9781788975087.00034","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"14 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81436877","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 : 2019-10-15DOI: 10.4337/9781788975087.00038
J. Guest, M. Kozlovskaya, M. Olczak
{"title":"The use of short in-class games","authors":"J. Guest, M. Kozlovskaya, M. Olczak","doi":"10.4337/9781788975087.00038","DOIUrl":"https://doi.org/10.4337/9781788975087.00038","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"98 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81150150","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 : 2019-10-15DOI: 10.4337/9781788975087.00015
I. Basioudis
{"title":"Icebreakers for business school students","authors":"I. Basioudis","doi":"10.4337/9781788975087.00015","DOIUrl":"https://doi.org/10.4337/9781788975087.00015","url":null,"abstract":"","PeriodicalId":53784,"journal":{"name":"Learning and Teaching in Higher Education-Gulf Perspectives","volume":"11 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87713394","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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