RT Generic
T1 A framework for analyzing performance in higher education
A1 Duque, Lola C.
A2 Universidad Carlos III de Madrid. Departamento de Economía de la Empresa, 
AB Drawing on Tinto’s dropout intentions model (1975), Bean’s socialization model (1985), Astin’sinvolvement theory (1999), and the service marketing literature, this research presents a conceptualframework for analyzing students’ satisfaction, perceived learning outcomes, and dropoutintentions. This framework allows for a better understanding of how students assess the universityexperience and how these perceptions affect future intentions. This article presents four studiestesting fragments of the framework using data sets come from three countries and variousundergraduate programs (business, economics, geography, and nursing). The models are testedusing structural equation modeling with data collected using a questionnaire adapted to the specificcontexts. The models have the ability to explain the studies’ dependent variables and offer practicalutility for decision making. Applicability of the conceptual framework is evaluated in variouscontexts and with different student populations. One important finding is that student co-creationcan be as important as perceived service quality in explaining students’ cognitive learningoutcomes, 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 dropoutintentions
YR 2013
FD 2013-07
LK https://hdl.handle.net/10016/17276
UL https://hdl.handle.net/10016/17276
LA eng
NO The author acknowledges support received from the Spanish Ministries of Education and Science, and Economy andCompetitiveness (Projects SEJ2007-65897, EA2007-0184 and ECO2011-27942) and the collaboration of theuniversities and departments involved in the study
DS e-Archivo
RD 17 jul. 2024