Purpose

The purpose of this paper is to identify and interpret the critical quality attributes of core educational services at the course level both with student and lecturer involvement. Significant differences between the viewpoints of these two directly involved stakeholder groups are also demonstrated to provide a better understanding of student expectations.

Methodology

Students of quality management courses were invited to collect those attributes that could have an impact on their perceived educational service quality. The compiled list of 23 characteristics has been formed on the basis of a four-point Likert scale-based questionnaire. With approximately 360 responses, thorough statistical analyses have been executed to investigate whether any significant differences could be detected between the quality attributes perceived by the different student segments. A group of lecturers has also been invited to fulfil the same questionnaire to compare their viewpoints with those of the students.

Findings

The results allow us to identify critical quality attributes which may be used in all platforms and interactions with students. The conclusions can be implemented on the course level to adjust the plan-do-check-act-based improvement of courses in which lecturers are directly interested.

Originality

As the new generation of students increasingly regard themselves as customers, they have become more aware of how they are taught and how they participate in the learning process. Institutionalizing this approach may contribute to the shaping of the organizational quality culture by emphasizing student focus and may result in the identification of best practices and standardization of processes at the course level.

中文翻译：

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什么是高等教育学生的素质？课程级学生期望的实证调查

目的

本文的目的是在学生和讲师的参与下，在课程层面识别和解释核心教育服务的关键质量属性。这两个直接参与的利益相关者群体的观点之间的显着差异也被证明可以更好地理解学生的期望。

方法

质量管理课程的学生被邀请收集那些可能对其感知的教育服务质量产生影响的属性。23 个特征的汇编列表是在基于李克特量表的四点问卷的基础上形成的。通过大约 360 条回复，我们进行了彻底的统计分析，以调查是否可以检测到不同学生群体所感知的质量属性之间存在任何显着差异。还邀请了一组讲师填写相同的问卷，以将他们的观点与学生的观点进行比较。

发现

结果使我们能够确定可用于所有平台和与学生互动的关键质量属性。结论可以在课程层面上实施，以调整讲师直接感兴趣的课程的基于计划-执行-检查-行动的改进。

独创性

随着新一代学生越来越多地将自己视为客户，他们越来越了解自己是如何被教授的，以及如何参与到学习过程中。将这种方法制度化可能有助于通过强调学生的关注来塑造组织质量文化，并可能导致在课程级别确定最佳实践和流程标准化。