comparison analysis based on students’ satisfaction: university vs graduate technological...
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8/13/2019 COMPARISON ANALYSIS BASED ON STUDENTS SATISFACTION: UNIVERSITY VS GRADUATE TECHNOLOGICAL EDUCATION INSTITUTE
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Graduate Technological Education Institute of Piraeus
COMPARISON ANALYSIS BASED ON STUDENTS
SATISFACTION: UNIVERSITY VS GRADUATE
TECHNOLOGICAL EDUCATION INSTITUTE
N. Tsotsolas, A.Bouranta and P. Kyriazopoulos
Graduate Technological Education Institute of Piraeus
Department of Business Administration
Marketing Laboratory
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Researchs Objectives:The Objectives of the present research are:
the evaluation of services provided by academic
institutions using students (as internal customers)
satisfaction analysis
a comparison analysis of a University and a Graduate
Technological Education Institute (TEI)
the determination of weak and strong points of theseacademic institutions as well as on the identification
of possible distinctive variations amongst them
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Structure: General Concept
Questionnaire
Methodology
Sample
Results
Comparisons
Conclusions
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General ConceptStudent satisfaction barometers are of vital importance
for the education institutes because they promote theirinternal re-organization, strengthen their image and
emphasize on meeting the expectations and needs ofstudents.
The satisfaction of the students who are the main judgesof the quality of provided services will be used as theprimary criterion for the educational institutionsperformance.
General Concept (1)
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Relevant Studies Students satisfaction is influenced not only by the quality of
teaching provided, but also by other benefits that they receive
from the university
Oliver and DeSarbo(1989), Browene et al.(1998), Vavra(1997)Sevier (1996)
Students however are not the only customers of the academic
organisationHoffman et al.(1991), Stafford(1994), Hwang and Teo (2001) Hittman(1993)
Dimensions of quality, apart from the learning process, include
also: campus life, emotional involvement, campus support
services, university reputaion, etcGatfield et al.(1999), Harvey(1995), Hill(1995), Athiyaman (1997), Aldridge and
Rowley(1998), Elliott Shin (2002)
General Concept (2)
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TEI vs Universities 4 years ago the Greek Ministry of Education issued a law
with which TEI became equivalent to Universities. Untilthen TEI had 3 years of studies and 6 months of training-
practice. Nowadays, both have 4 years of studies.
the two educational institutions have different orientationand educational value. University focuses on academic
education whereasTEI provides more applied science.
the implementation of a comparison process should allowTEI to compare its performance with another organizationwhich supposed to have better performance.
General Concept (2)
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Construct measurement
Questionnaire (1)
The main satisfaction criteria:
Education: this criterion concerns the programme ofstudy and the teaching quality factors
Tangibles: refers to the accommodation and technicalequipment of the building and of the laboratories
Administrative Support: examines the knowledge andthe faculty of the personnel who works in the supportive
services
Image of the academic department: refers to thereliability, prestige and the recognition of it.
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Questionnaire
Questionnaire (2)
In view of above criteria a questionnaire which consists of 27questions (criteria and sub-criteria) was drawn. The completiontime of the questionnaire varied from 10 to 12 minutes
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MUSA
(Multicriteria Satisfaction Analysis)
Deals with qualitative data
Its application is easy and simple
It has been successfully applied in similar surveys
The validity of its results has been verified in
relation to usual statistical methods
Provides important information for the behaviour of
the internal customer
Methodology (1)
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By using MUSA we estimate: Global satisfaction of the students in the range [0%, 100%]
Criteria/Sub-criteria satisfaction indices that show in a range
of 0% to 100% the level of partial satisfaction of the studentsfor each criterion/sub-criterion
Weights of criteria/sub-criteria that they show the relative
importance within a set of criteria or sub-criteria
Demanding level of students that takes values in
[-100% (not demanded at all),100% (very demanded)].
Methodology (2)
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MUSA MethodThe main objective of the method is the aggregation of individual judgements
into a collective value function assuming that clients global satisfaction
depends on a set of ncriteria representing service characteristic dimensions.
Customers Global Satisfaction
Satisfaction
according to the
1-st criterion
The MUSA method assesses global and partial satisfaction functions Y* andX*I
respectively, given customers judgements Y andXi.
1b
XbY
n
1ii
n
1i
*
ii
*
where the value functions Y* andX*Iare normalised in the
interval [0,100], and biis the weight of the i-th criterion
Satisfaction
according to the
2-nd criterion
Satisfaction
according to the
n-th criterion
Methodology (3)
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MUSA Method
Methodology (4)
CRITERIA GLOBAL
PREFERENCE
disaggregation
aggregation
Aggregation
Model
Aggregation
Model?
MUSA uses a preference disaggregation model. In the traditional aggregation
approach, the criteria aggregation model is known a priori, while the global
preference is unknown. On the contrary, the philosophy of disaggregation
involves the inference of preference models from given global preferences.
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MUSA Method
Methodology (5)
Customer's global satisfaction
y1 y2 ym y
y*2
y*m
Y*
Yy*1
.
.
.
.
.
.
y*
... ...
Global Added Value Function
Satisfaction according to the 1st criterion
x1
1 x1
2 x1
k x11
x1
*2
x1
*m
X1
*
X1
x1*i
x1
*1
.
.
.
.
.
.
... ...
Satisfaction Function for
the 1st Criterion
Satisfaction according to the 2nd criterion
xi1 x
i2 x
ik x
ii
xi*2
xi*m
Xi*
Xi
xi*i
xi*1
.
.
.
.
.
.
... ...
Satisfaction Function for
the 2nd Criterion
Satisfaction according to the n-th criterion
xn
1 xn
2 xn
k xnn
xn
*2
xn
*m
Xn
*
Xn
xn*n
xn
*1
.
.
.
.
.
.
... ...
Satisfaction Function for
the n-th Criterion
...
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MUSA Model
The main objective is to achieve the maximum consistency between the value
function Y*and the customers judgements Y.
y1 y2 ym y
y*2
0
y*m
100
Y*
Y
j-
j+
... ...
.
.
.
.
.
.
FminM
1j
jj
s.t.
n
1i
*
ii
* XbY~ , for each customer
100xy *i*
0xy 1*i1*
, normalisation
n1,2,...,i 11,2,...,kfor1,...,2,1for
i
11**
11**
mk
i
k
i
k
i
mmmm
yxxxmyyyy
, monotonicity
Methodology (6)
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Sample
Method: Random Sampling
Size: University Dept.: 325 students
TEI Dept.: 612 students
Sample
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Students Global Satisfaction
Results (1)
3.4% 3.4% 6.5% 6.4%
16.0%
24.2%
52.6%50.5%
21.5%15.5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Unsatisfied Moderately Unsatisfied Neither Satisfied/Nor
Unsatisfied
Moderately Satisfied Perfectly Satisfied
Overall Satisfaction
University Dept. TEI Dept.
Students Global Satisfaction Frequencies
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Students Satisfaction
Frequencies per Criterion
Results (2)
Criteria
UnsatisfiedModerately
UnsatisfiedNeither Satisfied/
Nor UnsatisfiedModerately
SatisfiedPerfectly
Satisfied
Education
University Dept. 3.4% 8.6% 26.2% 55.7% 6.2%
TEI Dept. 3.8% 8.8% 29.9% 51.3% 6.2%
Tangibles
University Dept. 2.8% 12.0% 30.2% 49.2% 5.8%
TEI Dept. 1.8% 5.1% 25.2% 54.6% 13.4%
Administrative Support
University Dept. 13.5% 19.7% 39.4% 24.6% 2.8%
TEI Dept. 16.5% 21.2% 29.4% 27.9% 4.9%
Image of the Academic
Department
University Dept. 1.2% 4.3% 19.7% 54.5% 20.3%
TEI Dept. 1.6% 6.9% 31.9% 48.0% 11.6%
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X2test (non-parametric)
Results (3)
Criteria 2 df Observed Signi f icance
Level
Education1.908 4 0.753
Tangibles28.952 4 0.000
Administrative Support11.071 4 0.026
Image of the Academic Departments26.671 4 0.000
Total Satisfaction 11.213 4 0.024
The Hohypothesis of the test is that the degree of satisfaction is not
related to the educational institute in which the students belong.
Correlation between the educational institute and the satisfaction level
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83.2%77.9% 82.7%
85.6%
52.7%
41.3%
91.6%91.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Education Tangibles Administrative
Support
Image of the
Academic Dept.
Satisfaction Level
University Dept. TEI Dept.
Criteria Satisfaction Indices
Results (4)
University Global Satisfaction Index: 85.8%TEI Global Satisfaction Index: 83.3%
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Criteria Importance
Results (5)
25.0%
18.8%
25.0%23.8%
12.0%11.3%
38.0%
46.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Education Tangibles Administrative
Support
Image of the
Academic Dept.
Criteria Weights
University Dept. TEI Dept.
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Demanding Indices
Results (6)
-60.0%
-46.7%
-60.0%-58.0%
-16.9%
11.3%
-72.8%-78.3%-80%
-60%
-40%
-20%
0%
20%
40%
60%
80%
100%
Education Tangibles Administrative
Support
Image of the
Academic Dept.
Demanding Indices
University Dept. TEI Dept.
University Global Demanding Index: -60%TEI Global Demanding Index: -66.7%
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Action Diagram
(Performance/Importance)
Conclusions (1)
Transfer resources(high performance/low
importance)
Leverage opportunity(high performance/high
importance)
Status quo(low performance/low
importance)
Action opportunity(low performance/high
importance)PERFORMANCE
Low High
Low
High
IMPORTANCE
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Education
Tangibles
Administrative
Support
Image of the
Academic
Dept.
IMPORTANCE
PERFORMANC
E
Action DiagramTEI
(Performance/Importance)
Conclusions (2)
High
High
Low
Low
C l i (3)
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Education
Tangibles
Administrative
Support
Image of the
Academic
Dept.
IMPORTANCE
PERFORMANCE
Action DiagramUniversity
(Performance/Importance)
Conclusions (3)
High
High
Low
Low
C l i (4)
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Conclusions
Conclusions (4)
Students from the University and TEI appear to havealmost similar attitude regarding the services provided tothem by their academic departments.
The global satisfaction index for the University reaches85.8% and for TEI 83.3%, showing that according tostudents opinion the quality level of the services that areprovided by University and TEI, is quite high.
The average satisfaction indices regarding three of the
quality criteria exceed 75%. The only exception is that ofAdministrative Support,which has a quite low value.
C l i (5)
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Conclusions
Conclusions (5)
As far as the importance of the criteria is concerned, it isobserved that ImageFame of the Academic Departmentis considered by the students as the most important, while
the criterion Administrative Support is considered as theleast important.
Demanding indices shows that students in both educationalinstitutes seem to be non-demanding, in other words thestudents could be satisfied in spite of the fact that a smallproportion of their expectations was fulfilled.
C l i (6)
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Final Conclusions
Conclusions (6)
Because:
students satisfaction is a dynamic parameter of the
operation of a education institute some satisfaction dimensions may become critical in the
near future
There is a necessity of repetition of the survey on a regular basis
(creation of a permanent satisfaction barometer).