Mapping Stakeholder Perceptions of Service Quality: Development and Initial Validation of the e-Qual Assessment Tool in Higher Education Institutions | Chapter 1 | Language, Literature and Education: Research Updates Vol. 8

 

The quality of education, especially at the higher education level, is pivotal in shaping employable, globally competitive graduates. Students and families increasingly prioritise institutions recognised for quality education, viewing them as gateways to successful and fulfilling careers. In pursuit of quality and excellence in educational institutions, it is increasingly important to identify the demands and needs of stakeholders. Service quality has been identified as one such demand. The purpose of the current study was to develop and validate a quality service assessment tool based on the SERVQUAL Model to describe the service quality in a Higher Education Institution. This study utilised a development and descriptive-evaluative research design to create and validate a Quality Service Assessment Tool grounded in the SERVQUAL model. The assessment tool was subsequently administered to a total of 105 respondents, comprising students, faculty, non-teaching staff, and external stakeholders. Its distribution via Google Forms enabled a broad reach and convenient data collection. The sources of data were the heads and personnel of the different clusters of CBSUA. The study involved the adaptation and pilot testing of the model tailored for CBSUA offices. The data were treated statistically using the weighted mean and rank. Initial validation of the tool was conducted through pre-testing with a small and diverse group composed of students, faculty, non-teaching staff, and alumni. To ensure the tool's validity, expert review was also conducted. The weighted-mean scores for the five SERVQUAL dimensions across the offices of the University President, Research and Innovation, Administration and Finance, Business and External Affairs, and Academic Cluster demonstrate that respondents find all five dimensions to be appropriate for assessing the service quality of each office. The relatively high scores across all dimensions highlight the importance of Tangibility, Assurance, Reliability, Responsiveness, and Empathy in shaping stakeholders' perceptions and expectations of service quality within an educational institution. While some dimensions hold greater importance for specific offices due to their unique roles and responsibilities, all dimensions are nonetheless essential for evaluating the overall service quality in each context. The findings align with previous research on the applicability of the SERVQUAL model across various contexts, including higher education institutions. Ultimately, the results underline the significance of maintaining a high level of service quality across all dimensions in each office, as this is crucial for ensuring stakeholder satisfaction and fostering a positive reputation for the university. It is suggested that similar research be undertaken across all State Universities and Colleges (SUCs) in the Bicol Region to broaden the scope of validation and applicability.

 

Author(s) Details:-

Melinda Parro-Pan
Central Bicol State University of Agriculture –San Jose, Pili, Camarines Sur, Philippines.

 

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6120

 

Development of Continuous Improvement Program Assessment Tool (CIPAT) in the Department of Education-SOX Region, Philippines | Chapter 10 | Current Research in Language, Literature and Education Vol. 7

The research created and approved an evaluation methodology for the Department of Education's (DepEd) Continuous Improvement (CI) Program in the Philippines' SOX Region. An recognised school process or service delivery that is connected to access, quality, or governance is the focus of the CI practise, which aims to enhance learning outcomes. Six CI Masters and 30 programme implementers from the chosen Level 3 authorised schools for school-based management were participants. Data gathering methods included self-report surveys and an assessment tool based on scientific research. The study was conducted using a combination of quantitative and qualitative data using mixed techniques. The constructed evaluation instrument has excellent validity, which is a sign of its suitability and accuracy, according to the results. In terms of things like strategic management, operational management, adopting change, stakeholder analysis, and CI sustainability, the CI teams thought their programmes were extremely successfully implemented. However, the researchers' analysis using the evidence-based approach revealed that schools have remarkable programme implementation. This conclusion was clear from the well-organized, useful texts in every aspect. The statistical analysis showed that the researchers' evaluation is generally more accurate than what the CI team believed. Compared to simple observations made by the implementers themselves, the researchers' firsthand knowledge and observation of the relevant facts is more impartial, accurate, and objective. The promotion of these initiatives at continual improvement involved clearly articulating and identifying the best practises used by SBM schools.

Author(s) Details:

Ernie C. Cerado,
College of Teacher Education, Sultan Kudarat State University, Tacurong City, Philippines.

Melvin A. Garcia,
New Panay National High School, Department of Education-Sultan Kudarat, Philippines.

Please see the link here: https://stm.bookpi.org/CRLLE-V7/article/view/7543