BS-QUAL: Measuring Student Perceptions of Service Quality in Business Schools, an Exploratory Study

Autor/inn/en	Bagur-Femenias, Llorenç; Llach, Josep; Buil, Marian
Titel	BS-QUAL: Measuring Student Perceptions of Service Quality in Business Schools, an Exploratory Study
Quelle	In: Tertiary Education and Management, 29 (2023) 2, S.161-187 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bagur-Femenias, Llorenç) ORCID (Llach, Josep) ORCID (Buil, Marian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-3883
DOI	10.1007/s11233-023-09118-x
Schlagwörter	Student Attitudes; Attitude Measures; Educational Quality; Business Administration Education; Student Satisfaction; Test Construction; Test Validity; College Administration; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Quality of education; Bildungsqualität; Testaufbau; Testvalidität; College administrators; Hochschulverwaltung; Collegestudent
Abstract	The number of Business Schools (BS) and their market share had increased in the last decades. Positioning strategy of BS is crucial in today's competitive and changing environments. Thus, paying attention to student's satisfaction and the factors, which motivate their selection, are relevant for service quality assurance in BS. This paper designs a scale to measure these perceptions as a useful tool for BS managers in the pursuit of excellence. Using a mixed analysis methodology, the most prominent dimensions detected in the literature were validated by BS managers and later by BS graduates. Internal and external dimensions compose the resulting scale, named BS-QUAL. The internal dimensions are related to Academic staff, Services, Facilities, and Sustainability while the external factors are related to Preparation for the future, Internationalization and Notoriety. BS-QUAL could be useful for the top management of BS to develop strategies that minimize the distance between student expectations and service provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01