The purpose of this paper is to propose a service quality measuring and evaluating framework for courses that are not part of the regular end-of-semester course evaluation system because of their special characteristics. The results of an academic year-long application are also to be demonstrated.,Based on the SERVQUAL methodology and specific models proposed in the literature, altogether 26 statements related to project works were formulated, in case of which, students rated both the importance and performance addressed in each statement on a seven-point Likert scale. With an average 68 per cent response rate and more than 500 filled out questionnaires, importance-performance analyses complemented with statistical analysis were executed to investigate whether there are any differences between the different levels of project work courses, programmes, levels of studies and sub-departments. These results were then followed by focus group interviews by further addressing the importance issues.,Based on the joint conclusions drawn from the statistical analyses and extracted from focus groups, those statements were highlighted that can be considered as dealing with critical to quality issues. The results have been utilized to adjust the questionnaire according to the “voice of students”.,A complex approach is adopted to measure and evaluate service quality on a course level in the form of a post-course questionnaire. The first results lay the foundation for managerial decisions related to project work courses and supervising processes according to the plan–do–check–act philosophy.,During project works, students can master the necessary professional knowledge and those inevitable soft skills that are needed to be successful in the labour market. Therefore, the measurement and evaluation of project work courses may provide new information on course-level service quality and may be linked to total student experience results.

中文翻译：

---

倾听学生的声音，为特殊课程开发服务质量衡量和评估框架

本文的目的是为由于其特殊性而不属于常规学期课程评估系统的课程提供服务质量评估和评估框架。还将证明一个学年的申请结果。基于SERVQUAL方法论和文献中提出的特定模型，共制定了26项与项目工作相关的陈述，在这种情况下，学生对重要性和每个陈述以李克特七分制衡量的绩效。根据平均绩效68％的答复率和500份填写的调查表，进行了重要性-绩效分析和统计分析，以调查不同级别的项目工作课程之间是否存在差异，课程，学习水平和子部门。然后，通过进一步讨论重要问题，进行焦点小组访谈，以得出这些结果。基于统计分析得出的结论并从焦点小组中提取出来的联合结论，强调了那些可以视为对质量问题至关重要的陈述。结果被用于根据“学生的声音”调整问卷。采用复杂的方法，以课后问卷形式对课程水平的服务质量进行评估。最初的结果为根据计划-执行-检查-行动理念进行与项目工作课程和监督过程相关的管理决策奠定了基础。在项目工作期间，学生可以掌握在劳动力市场上成功所必需的必要专业知识和不可避免的软技能。因此，项目工作课程的评估和评估可能会提供有关课程水平服务质量的新信息，并且可能会与学生的整体体验结果挂钩。