Journal Editor Perceptions of Universities: Some empirical evidence     

Mainardes  Emerson Wagner  Raposo  Mario  Alves  Helena 《Tertiary Education and Management》2012,18(1):79-92

Out of considerations as to the importance of university relationships with their various stakeholders, the primary objective of this research project was to identify the perceptions of academic journal editors regarding universities. Editors were asked to provide their perceptions on: (a) the relevance of universities to academic publications; (b) the mutual influence between universities and academic journals; and (c) the participation of editors in universities. Following initial exploratory research, we applied an online questionnaire and received a total of 276 responses from editors of indexed publications, enabling analysis of their perceptions. Despite editors recognizing the influence of universities on academic and scientific communities, our findings point to universities having failed in proactively reaching out to editors, especially surprising given the vast experience held by such figures. A better relationship might serve to enhance the university image and generate new opportunities for attracting resources.

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Testing Leader–Member Exchange Theory as a Lens to Understand Students’ Classroom Justice Perceptions and Antisocial Communication     

Sean M. Horan  Rebecca M. Chory  Shannon T. Carton  Erin Miller  Peter C. J. Raposo 《Communication quarterly》2013,61(5):497-518

The purpose of this study was to test whether leader–member exchange theory (LMX) offers an explanatory lens for the program of classroom justice research. To that end, relationships among justice, LMX, and antisocial communication were explored. Findings indicated that perceptions of justice and LMX were positively related. Likewise, perceptions of interactional and procedural justice negatively predicted indirect interpersonal aggression, hostility, and revenge. Similarly, LMX perceptions were negatively related to students’ hostility and revenge and mediated the relationships between students’ perceptions of distributive justice and these outcomes. LMX also moderated the relationships between students’ perceptions of classroom justice and indirect interpersonal aggression and deception. Implications, limitations, and future research are discussed.  相似文献   

Using a Satisfaction Index to Compare Students’ Satisfaction During and After Higher Education Service Consumption     

Duarte  Paulo O.  Raposo  Mário B.  Alves  Helena B. 《Tertiary Education and Management》2012,18(1):17-40

Tertiary Education and Management - This study explores the factors that influence students’ satisfaction with higher education services and assess how they change after graduation, when...  相似文献   

A Relationship Approach to Higher Education Institution Stakeholder Management     

Alves  Helena  Mainardes  Emerson Wagner  Raposo  Mário 《Tertiary Education and Management》2010,16(3):159-181

Tertiary Education and Management - The functions of teaching and research in higher education institutions (HEIs) are being reassessed, with particular emphasis on the contribution they make to...  相似文献   

Assessing heterogeneous student bodies using a methodology that encourages the acquisition of skills valued by employers     

Alicia Perdigones  José Luis García  Vanesa Valiño  Cecilia Raposo 《Assessment & Evaluation in Higher Education》2009,34(4):389-400

This work compares the results of three assessment systems used in two Spanish universities (the Universidad Politécnica de Madrid and the Universidad Católica de Ávila): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous student bodies) orientated towards motivating students. This third system involved dividing the syllabus into two different parts: a common core assessed by multiple choice tests, and a specialisation assessed by a literature review, the writing of an article and an oral presentation. The latter skills are highly valued by employers. The proposed system led to a greater pass rate than that achieved by students taking similar courses assessed by the more conventional systems. In addition, the results show that involving students in the assessment process increases their participation in their studies and generates a feeling of satisfaction and justice.  相似文献   

Using expectations and satisfaction to measure the frontiers of efficiency in public universities     

Mainardes  Emerson  Alves  Helena  Raposo  Mario 《Tertiary Education and Management》2014,20(4):339-353

Students’ satisfaction with their university and course is of fundamental importance to retain students and promote their positive worth-of-mouth. The objective of this research is to analyse the level of efficiency of Portuguese public universities, according to the expectations and satisfaction of their students. To accomplish the objective, this article uses data envelopment analysis methodology. As our unit of analysis, we selected the faculties making up the universities researched. The analytical input came from the expectations of 1669 students regarding their study programme and their universities. The outputs stem from their satisfaction with their study programmes and their universities. We conclude that university practices do not currently guarantee efficiency. We also observe that efficiency in the relationship between expectations and general satisfaction with the study programme does not represent efficiency in the relationship between expectations and general satisfaction with the university, and vice versa.  相似文献