Publication: A framework for analyzing performance in higher education
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2013-07
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Abstract
Drawing on Tinto’s dropout intentions model (1975), Bean’s socialization model (1985), Astin’s
involvement theory (1999), and the service marketing literature, this research presents a conceptual
framework for analyzing students’ satisfaction, perceived learning outcomes, and dropout
intentions. This framework allows for a better understanding of how students assess the university
experience and how these perceptions affect future intentions. This article presents four studies
testing fragments of the framework using data sets come from three countries and various
undergraduate programs (business, economics, geography, and nursing). The models are tested
using structural equation modeling with data collected using a questionnaire adapted to the specific
contexts. The models have the ability to explain the studies’ dependent variables and offer practical
utility for decision making. Applicability of the conceptual framework is evaluated in various
contexts and with different student populations. One important finding is that student co-creation
can be as important as perceived service quality in explaining students’ cognitive learning
outcomes, which in turn explain a high percentage of satisfaction and affective learning outcomes.
The studies also shed light on the roles of variables such as emotional exhaustion and dropout
intentions
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Keywords
Subjective measures, Satisfaction, Perceived quality, Performance, Higher education