quality management practices and student satisfaction at private

8/13/2019 Quality Management Practices and Student Satisfaction at Private

1/25

Name:


2/25

A number of environmental forces served to put theissue of quality management within and acrosscountries and their both public and private highereducation

Quality is now discussed as something that can bemanaged and improved

Management is about getting things done through

other people as quickly, cheaply and effectively aspossible.


3/25

Quality management in private institution refers to

the policies, systems and processes designed toensure the maintenance and enhancement of

quality within this institution.

These include improving the quality of services inprivate higher education, making the operations oforganizations more transparent and accountable

and improving performance of these private highereducation institution.


4/25

Quality in private higher education institution isgaining increasing importance for the transition and

transformation of economic systems throughout theworld from resource and skilled-basedcompetitiveness to that of knowledge and talents.

Therefore the management of quality in privatehigher education in our study can be one of the tool

to lead to the transition and transformation toMalaysian economic system locally and eveninternationally.


5/25

Among factors contributed toward rejection of accreditationapplications of 40 programs by private higher learning institutionswere the lecturers lack of skills to handle the task and failure to attainthe required curriculum standard set up by LAN

Mohd Feroz Abu Bakar, 2004

Our government still not satisfied with quality of education inMalaysia, thus our government has open this offer to private highereducation to provide a quality education toward the students

We wont compromise, 2001

The intention here is obvious and well made but the problem is,comparing to the public higher education learning, it seems the

perceptions of the people toward the private higher education tend to

be biased in term of quality.

Ling, 2003


6/25

Do quality management related to satisfactionamong the students in private higherinstitutions?

What are critical factors in quality managementthat contribute most to the satisfaction of thestudents?


7/25

Did private higher institutions implement qualitymanagement mechanisms and, if so to whatextent and in what way?

What are the differences between private highereducation institutions in quality managementimplementation?

How can we explain these differences or whichorganizational characteristics influenced thequality management implementation??


8/25

To determine the relationship betweenquality management (efficiency,effectiveness and accountability) andstudent satisfaction in private higher

institutions.


9/25

To examine critical factors in qualitymanagement that contributes most to

satisfaction. To develop a quality management framework at

organization level that also suitable for empiricalresearch

To explore and explain the differences in qualitymanagement implementation in various privateinstitution.


10/25

QUALITY MANAGEMENT

Efficiency Effectiveness

Accountability

DEMOGRAFIC FACTORS

INDEPENDENT VARIABLES DEPENDENT VARIABLES

STUDENTS

SATISFACTIONS


11/25

Efficiency, effectiveness and accountability docontributes to students satisfaction in privatehigher institutions.

Quality management framework at organizationlevel can be developed based of efficiency,effectiveness and accountability

There are differences in quality managementimplementation in various private institution.


12/25

The quality management that can be applied touniversities, especially to private universities,differentiates them from their public counterparts.

Private higher education institutions while attemptingto compete at academic levels with other highereducation institutions should offer an addedadvantage to champion quality management to theirstudents.

Zammuto et al, 2006


13/25

The level of quality management and the level ofsatisfaction among the students can bemeasured.

Iacobucci et al, 2005

If quality programs were initiated based onmarketing research- that is, the changes weremarket driven and customer oriented- the quality

improvements should lead to customersatisfaction

Zammuto et al, 2006


14/25

Valuable information can be obtained on the elementsand the dimensions, which have been given a priorityby students in assessing the quality management andsatisfaction.

Provides conclusions and some recommendations,which are hoped that its going to provide usefulinformation to the private higher educationinstitutions.

Ling, 2003


15/25

No Author Dependent

Variable

Independent

Variable

Sample Findings Future research

1 Toremen

et al, 2009

total quality

management

(TQM) practices

Teachers perception Primary school

teachers Teachers argues that there

were some problems with

the indicators of TQM

practices, especially on

the dimension of change

management

There were significantdifferences among

teachers' perceptions onTQM practices depending

upon the variables of

branch, level of education

and tenure

Need for an effective change

management, educating staff

and utilizing human resources

to attain a system-wide quality

improvement, to implement

the principles of TQM

2 Becket &

Brooket,

2008

current quality

management

Students satisfaction Internal

organisation of

international

higher educationinstitution

Need for refinement ofcurrent practice,

particularly in relation to

the centrality of studentlearning within higher

education environments.

Focus the relevancy to

management fields, and those

within hospitality, leisure,

sport and tourismmanagement.

3 Sohail &

Salina,

2009

Knowledge

sharing among

the university

teaching staff.

factors and barriers

that contribute to

knowledge

teaching staff of

public

universities

Significant relationshipbetween knowledge

sharing and the

independent factors

mentioned earlier.

The study makes a valuable

contribution, given that there

is a dearth of empirical studies

of this nature focusing on the

South East Asian region.


16/25

No Author Dependent

Variable

Independent

Variable

Sample Findings Future research

4 Shin &Harman,

2009

challengescurrent higher

education is

facing

massification andinternationalization.

Review onQuality

Management

Studies in Asia-

Pacific

Proposed differentiating betweenlower level higher education and

advanced research levels and

suggested that privatization willbe affected by the current

economic crisis.

Argue that higher educationinstitution need to set clear goals

of internationalization and thatwith regard to institutional

rankings and discussion of world

class universities important

questions need to be addressed

about social contributions.

The study essential inrelation to academic

research and

policymaking

5 QAA,

2006

Enhancement

of quality

management

ISO audit system as

quality management

Public

universities consider enhancement processes

in addition to those of assurancewithin external quality audit

processes in each highereducation institutions.

The QAA subsequently

defined enhancement as

the process of taking

deliberate steps atinstitutional level toimprove the quality of

learning opportunities

6 Markovic,

2006

Students

satisfaction

total quality

management (TQM)

practices

University

students Intense competition in HE

requires assessment of customer

views and attention to

management processes

Priori of important

attributes may not

transfer across cultures

therefore furtherresearch needed


17/25


18/25

Current studies on quality management only been carried outgenerally educational institution rather than as focused researchin specific educational institution such as private highereducation institution

Little study have been carried out in Malaysia on quality

management in education sectors

There is no recent publication on quality management in anyeducational institution in Malaysia

Specific factors that contributed to the enhancement of qualitymanagement yet to be identified

There is a need of further research to measure the qualitymanagement in private higher educational institution in order toenhance the quality of overall Malaysian education system


19/25

This study will be using Total Quality Management (TQM)model- contribution from all participants in the organizationto work towards long-term benefits for those involved andsociety as a whole.

Approval from each university will be obtain beforeapproaching the study samples.

Variables

Dependent variable Overall student satisfactionIndependent variable Quality management in higher education

Variable dimension Tangibility Assurance Responsiveness Reliability Empathy.


20/25

These two institutions were selected since they have beenaccredited by MQA and also other external bodies like the

Board of Engineers Malaysia or Persatuan Arkitek Malaysia.These universities have excellent facilities; years of

experience running the programme, strong student supportservices, and experienced lecturers.

Samples lecurers and bachelor degree students studying at aPrivate higher education institutions.

Location: Infrastructure University of Kuala Lumpur (iUKL) and

Management Science University (MSU).Sample size: 200 respondents


21/25

A survey based descriptive random model will be used.

After the review of related literature, the theoretical

framework was postulated and the questionnaire wasdrafted

As this questionnaire was being drafted, the researcherswere inspired by the TQM scale that

Seake Harry Rampa (2004)

the opinions of specialists and teachers were taken aboutthe content and the language of this questionnaire and

necessary improvements were made.


22/25

There will be three sections in the questionnaire, consisting of

Section A: Demographic factor

(covering from the subjects of gender, age, race or ethnicity, and theirsemester of study)

Section B: Measurement of Service Quality Management in Higher

Education

Section C: Measurement of Student Satisfaction.

Parasuraman et al. (1990)

5 dimensions in quality management (tangibility, assurance, reliability,responsiveness and empathy) is measured using the Likert scale from 1 for

not satisfied at all to 10 for very satisfied.

LeBlanc and Nguyen (1997)

In measuring student satisfaction, the instrument will have six items withLikert scale ranges from 1 for much worse than expected to 6 for muchbetter than expected.

Atheeyaman (1997).


23/25

SOFTWARE SPSS (version 21.0.)

Exploratory data

analysis

determine the normality and homogeneity of the data.

Descriptive

statistics

Frequencies, percentages (%), means, ranges and standard

deviations (SD) will be used to describe the data.

Categorical variables will be reported as absolute number and

percentage. Normally distributed variables will be expressed

as mean SD.

Non-parametric methods will be used for non-normal

distributed values.

Chi square (2)distribution

Determine the association between categorical variables(example: sex, ethnicity and etc.).

Significant value p


24/25

1. Teo, C. L. (October 21st 2001). Realities of private institution. New Strait Time, 4.

2. Alridge, S., & Rowley, J. (2001).Conducting a withdrawal survey. Quality in Higher Education, 7(1), 55-63.

3. Kanji, G. K., Abdul Malek bin A.Tambi, & Wallace, W. (1999). A comparative study of quality practices inhigher education institutions in the US and Malaysia. Total Quality Management, 10(3), 357-371.

4. Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1985). A conceptual model of service quality and its

implications for future research.Journal of Marketing, 49, 41-50.

5. Parasuraman, A., Zeithaml, V., & Berry, L. (1988). SERVQUAL: a multiple item scale for measuring consumer

perceptions of service quality.Journal of Retailing, 6(1), 12-36.

6. Mohd Feroz Abu Bakar (19th October 2004). LAN tolak 40 program IPTS. Berita Harian, 3.

7. Rajah, D., & Nadarajah, V. (August 8th, 2000). Go for quality: Musa suggests methods for varsities to

improve, New Strait Time, 1.

8. Unprofessional College. (2004, November 1st). Harian Metro, 11.

9. Ling, C. S. (April 09, 2003). Equal quality education' at private centers. New Strait Time - Management

Times.

10.Zammuto, R. F., Keaveney, S. M. & Oconnor, E. J. (1996). Rethinking student services: assessing and

improving service quality.Journal of Marketing in Higher Education, 7(1), 45-69.

11.Iacobucci, D., Ostrom, A., & Grayson, K. (1995).Distinguishing service quality and customer satisfaction: the

voice of the consumer.Journal of Consumer Psychology, 4(3), 277-303.12.LeBlanc, G., & Nguyen, N. (1997). Searching for excellence in business education: an exploratory study of

customer impressions of service quality. International Journal of Educational Management, 11(2), 72-79.

13.Atheeyaman, A. (1997) Linking student satisfaction and service quality perceptions: the case of university

education. European Journal of Marketing, 31(7), 528-540.

14.Becket, N., & Brookes, M. (2008). Quality Management Practice in Higher EducationWhat Quality Are We

Actually Enhancing?.Journal of Hospitality, Leisure, Sport & Tourism Education, 7(1), 40-54.

15.M. Sadiq Sohail, Salina Daud, (2009) "Knowledge sharing in higher education institutions: Perspectives from

Malaysia", VINE, Vol. 39 Iss: 2, pp.125 142


25/25

quality management practices and student satisfaction at private

Documents