Revisiting perceived service quality in higher education: uncovering service quality dimensions for postgraduate students     

Shahira El Alfy  Abdulai Abukari 《Journal of Marketing for HIGHER EDUCATION》2020,30(1):1-25

ABSTRACT

Perceived service quality in higher education and its antecedents have been one of the significant issues worldwide. Despite being studied over decades, service quality (SQ) remains a crucial area of research due to its dynamic and contextual nature, among other reasons. The main research objective is to uncover the dimensions constituting SQ from the perspectives of postgraduate students and university staff to provide a better understanding of key elements of the SQ. The current research incorporated relevant theories and concepts from both marketing and higher education literature and employed in-depth interviews with students and staff for data collection. Interviewees’ insights were analyzed using content analysis. A conceptual model is developed to explain the suggested relationship among study variables. Based on qualitative data analysis, four dimensions of SQ emerged, namely academic services, academic facilities, administrative services, and students’ service role. Additionally, performance and employee orientation are found to affect SQ. Research findings can guide education managers and academicians to consider students’ service role as an integral dimension of SQ and find new ways to improve it.  相似文献   

II. MOVING SLEEP AND CHILD DEVELOPMENT RESEARCH FORWARD: PRIORITIES AND RECOMMENDATIONS FROM THE SRCD‐SPONSORED FORUM ON SLEEP AND CHILD DEVELOPMENT          下载免费PDF全文

Mona El‐Sheikh  Joseph A. Buckhalt 《Monographs of the Society for Research in Child Development》2015,80(1):15-32

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Investigating substantive and consequential validity of student ratings of instruction     

Karma El Hassan 《高等教育研究与发展》2009,28(3):319-333

This study aimed at exploring faculty and student perspectives on student evaluations, as well as identifying their perceptions of the usefulness and appropriateness of the ratings for evaluating teaching effectiveness. More specifically, the study aimed at identifying the consequences, both intended and unintended, of using the evaluations, in addition to better understanding the process students used in responding to evaluations and what use faculty members made of them. Two surveys were developed and placed on the website of the Office of Institutional Research and Assessment. Emails were sent to all students and faculty participating in evaluations soliciting their cooperation and requesting their input. Faculty and student perceptions were compared qualitatively and statistically. Results revealed that students and faculty believe in the effectiveness and usefulness of the system with the need to overcome some negative consequences and biases inherent in its application at the University. Recommendations for system improvement are provided.  相似文献   

Preschool Math Exposure in Private Center-Based Care and Low-SES Children’s Math Development     

Heather J. Bachman  Jessica L. Degol  Leanne Elliott  Laura Scharphorn  Nermeen E. El Nokali  Kalani M. Palmer 《Early education and development》2018,29(3):417-434

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private centers, resulting in a sample of 288 children nested within 73 preschool classrooms. Classroom observations were conducted for 150 min during fall and winter of the preschool year using a time sampling method. Preschoolers were exposed to an average daily amount of 2 min (range = 0–23) of math exposure. Hierarchical linear models were run to examine associations between math exposure and math achievement. Children’s exposure to math activities significantly and positively predicted their spring math scores, but associations between math exposure and math scores were stronger for children with lower initial cognitive abilities and self-regulation skills. Practice or Policy: Our findings revealed generally low levels of math instruction occurring in private child care centers primarily serving low-SES children. Even limited exposure to math activities predicted children’s math skills, however, which highlights the importance of math content in these settings.  相似文献   

A new design for manuscript typesetting in the Journal of Research in Science Teaching: Increasing efficiencies and embracing future publication trends          下载免费PDF全文

Fouad Abd‐El‐Khalick  Dana L. Zeidler 《科学教学研究杂志》2018,55(1):3-4

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Within‐Family Relations in Objective Sleep Duration,Quality, and Schedule          下载免费PDF全文

Chrystyna D. Kouros  Mona El‐Sheikh 《Child development》2017,88(6):1983-2000

The current study examined within‐family relations between mothers’, fathers’, and children's objectively assessed sleep. Participants were 163 children (M_age = 10.45 years; SD = 0.62) and their parents. For 7 nights, families wore actigraphs to assess sleep duration (minutes), quality (efficiency, long wake episode, total wake minutes), and schedule (wake time). A sleep log assessed bedtime. Multilevel models indicated that children's sleep minutes, sleep efficiency, wake minutes, and wake time were associated with fluctuations in their mothers’, but not fathers’, sleep that same night. The duration and quality of mothers’ sleep was associated with both fathers’ and children's sleep that night, whereas fathers’ sleep was positively associated with only mothers’ sleep. Findings highlight the importance of examining sleep within a family context.  相似文献   

The effect of test expectations on study strategies and test performance: a metacognitive perspective     

Sabry M. Abd‐El‐Fattah 《教育心理学》2011,31(4):497-511

The aim of the present study was to investigate whether university students can adjust their study strategies to meet the cognitive demands of testing; a metacognitive self‐regulatory skill. One hundred and fifty undergraduates attended three lectures as part of a course on the psychology of individual differences. These participants were then assigned randomly to each of two groups. In the first group, the participants were instructed to study for a test that required deep‐level cognitive processing. In the second group, the participants were instructed to study for a test that required surface‐level cognitive processing. Results of the study showed that university students do adjust their study strategies so that they are in line with the cognitive processing demands of testing. It was also found that study strategies mediated the relationship between the type of test items expected and the test performance.  相似文献   

Exact performance analysis of OS modified versions with noncoherent integration in nonideal situations     

Mohamed B. El Mashade 《Journal of The Franklin Institute》2005,342(5):521-550

The radar signals returning from the targets being illuminated are usually accompanied by thermal noise and clutter. Constant false alarm rate (CFAR) processors are useful for detecting these targets in a background for which the parameters of the statistical distribution are not known and may be nonstationary. The ordered-statistics (OS) CFAR technique has been proven to work satisfactorily in both multiple-target and nonuniform clutter cases. Unfortunately, the large processing time taken by this scheme limits its practical uses. The modified versions of the OS processor have been proposed to replace it in these applications. They can reduce the processing time of the single-window OS detector in half without changing its useful properties. Our goal in this paper is to provide a complete detection analysis for the OS processor along with ordered-statistic greatest-of (OSGO) and ordered-statistic smallest-of (OSSO) modified versions, for M postdetection integrated pulses when the operating environment is nonideal. Analytical results of performance are presented in both multiple-target situations and in regions of clutter power transitions. The primary and the secondary interfering targets are assumed to be fluctuating in accordance with the Swerling II target fluctuation model. As the number of noncoherently integrated pulses increases, lower threshold values and consequently better detection performances are obtained in both homogeneous and multiple-target background models. However, the false alarm rate performance of OSSO-CFAR scheme at clutter edges worsens with increasing the postdetection integrated pulses. As predicted, the OSGO-CFAR detector accommodates the presence of spurious targets in the reference window, given that their number is within its allowable range in each local window, and controls the rate of false alarm when the contents of the reference cells have clutter boundaries. The OSSO-CFAR scheme is useful in the situation where there is a cluster of radar targets amongst the estimation cells.  相似文献   

Mobile learning as alternative to assistive technology devices for special needs students     

Jalal Ismaili  El Houcine Ouazzani Ibrahimi 《Education and Information Technologies》2017,22(3):883-899

Assistive Technology (AT) revolutionized the process of learning for special needs students during the past three decades. Thanks to this technology, accessibility and educational inclusion became attainable more than any time in the history of special education. Meanwhile, assistive technology devices remain unreachable for a large number of students with disabilities, especially in under-developed and developing countries like Morocco due to a number of factors, especially, availability and affordability. Mobile learning, using smartphones and tablets in particular, may provide alternative solutions as special education tools in such countries. Additionally, open source platforms, particularly Google play store with all the applications it accommodates for disabled people, may obviate the need for monofunctional, sometimes expensive, AT devices. The present paper sets out to investigate potentials of using smartphones and tablets as alternative learning tools for assistive technology devices within formal and informal learning environments. It compares seven free Google Play medical apps with seven assistive technology devices at the level of functionality and affordability. The apps are of relevance to cases of physical as well as mental disabilities, namely hearing impairment, visual impairment, autism and speech articulation disorders.  相似文献   

Pedler,Mike & Abbott,Christine (2013) Facilitating action learning McGraw‐Hill (Maidenhead & New York) isbn 978‐033524597‐0 204 pp £19.99 http://www.mheducation.co.uk/9780335245970‐emea‐facilitating‐action‐learning‐a‐practitioners‐guide          下载免费PDF全文

Dr Nancy El‐Farargy 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):E17-E18

This most helpful book supports action learning practitioners in organising collaborative working and knowledge generation and implementation. The case studies help inspire and motivate readers to take action, and the book as a whole leans towards practical guidance rather than being loaded with theory. It's a readable text for aspiring action learning practitioners aiming to drive forward and implement such ideas, and to share learning at system‐wide scale. It also serves as a quick reference guide for the personal libraries of more seasoned practitioners and other leaders and developers. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Nancy El‐Farargy  相似文献