Percipirani kvalitet usluge i zadovoljstvo studenata u visokom obrazovanju: studija zasnovana na SERVQUAL modelu
Perceived service quality and student satisfaction in higher education: A SERVQUAL-based study
Apstrakt
Rad istražuje odnos kvaliteta usluge i zadovoljstva studenata u visokom obrazovanju primenom SERVQUAL modela. Podaci su prikupljeni od studenata na univerzitetima u Srbiji. Kako bi se ispitao uticaj očekivanja studenata, percepcija i jaza između njih (percipirani kvalitet usluge) na zadovoljstvo studenata, sprovedene su tri regresione analize. Dobijeni rezultati pokazuju da su percepcije studenata o njihovom iskustvu i percipirani kvalitet usluge značajniji prediktori zadovoljstva studenata nego sama očekivanja. Od svih SERVQUAL dimenzija, samo opipljivost, empatija i sigurnost pokazale su se kao ključni pokretači zadovoljstva studenata. S druge strane, spremnost da se odgovori nije pokazala značajan uticaj na zadovoljstvo studenata. Nalazi istraživanja ukazuju na značaj usklađivanja pružanja usluge i percepcija studenata u institucijama visokog obrazovanja kako bi se postigao viši nivo zadovoljstva studenata. Ove institucije mogu raditi na unapređenju svoje materijalne infrastrukture, emocionalne podrške od strane osoblja, kao i institucionalnog poverenja. Rezultati ovog istraživanja mogu doprineti diskusijama o obezbeđenju kvaliteta u visokom obrazovanju, kao i pružiti praktične uvide u unapređenje kvaliteta usluga u institucijama visokog obrazovanja.
Abstract
The paper investigates the relationship between service quality and student satisfaction in higher education by using the SERVQUAL model. Data was collected from the students at Serbian universities. In order to investigate the influence of students’ expectations, perceptions, and the gap between them (perceived service quality) on student satisfaction, three regression analyses were conducted. The obtained results showed that students’ perceptions of their experience and perceived service quality are more significant predictors of student satisfaction than students’ expectations if taken alone. From all SERVQUAL dimensions, only tangibles, empathy, and assurance were proven to be key drivers of student satisfaction. On the other hand, responsiveness turns out with no significant impact on students‘ satisfaction. Findings from the study highlight the importance of harmonization of service delivery and students‘ perceptions at the higher education institutions in order to attain higher levels of student satisfaction. These institutions may work on improving their tangible infrastructure, emotional support by the staff, as well institutional trust. Results from this research may contribute to discussions on quality assurance in higher education, as well may offer practical insights regarding service quality improvements in higher education institutions.
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