Purpose

On the basis of the justice, attachment, social support, self-determination theories, this research paper examines the impact of the student–instructor relationship construct on the customer-centric measures of overall student satisfaction, and perceived value for money and their impact of the behavioral intentions as an endogenous construct. We considered universities as providers of complex services focusing on students' service quality and students as the customers of the higher education institutions.

Design/methodology/approach

A survey instrument was used to collect data among undergraduate and graduate business students in a medium-sized Canadian university (N = 178). Partial least squares structural equation modeling was used to analyze the strength, significance, and effect sizes of the relationships between the key constructs.

Findings

The results indicate that the student–instructor relationship is significantly related to student satisfaction and value for money perceptions. Also, the student satisfaction and behavioral intentions, value for money and student satisfaction, and value for money and behavioral intentions relationship were significant.

Originality/value

The perceived quality of student–instructor relationship and its relationship to customer-centric measures like satisfaction, value for money and behavioral intentions has received relatively little attention in previous research and was discovered to be an important contributor to the perceived student satisfaction and value for money. The importance of the student–instructor relationship is further emphasized indirectly via the perceived value for money construct to student satisfaction.

中文翻译：

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师生关系对以学生为中心的措施的影响

目的

基于正义、依恋、社会支持、自我决定理论，本研究论文考察了师生关系结构对以客户为中心的学生总体满意度、物有所值感知指标的影响及其影响。行为意图是一种内生结构。我们认为大学是综合服务的提供者，关注学生的服务质量，学生是高等教育机构的客户。

设计/方法/方法

使用调查工具收集加拿大一所中等规模大学（N  = 178）的本科和研究生商科学生的数据。偏最小二乘结构方程模型用于分析关键结构之间关系的强度、显着性和影响大小。

发现

结果表明，师生关系与学生满意度和物有所值感知显着相关。此外，学生满意度与行为意向、物有所值与学生满意度、物有所值与行为意向的关系显着。

原创性/价值

师生关系的感知质量及其与以客户为中心的衡量标准（如满意度、物有所值和行为意图）的关系在以前的研究中受到的关注相对较少，并且被发现是感知学生满意度和物有所值的重要因素. 学生与教师关系的重要性通过对学生满意度的感知物有所值来间接强调。