STUDENT PERCEPTIONS OF SERVICE QUALITY IN A UK UNIVERSITY BUSINESS AND MANAGEMENT FACULTY

By B. Oldfield, Steve Baron. 2000

572 citations recorded by the source corpus.

Subfields: Organizational Behavior and Human Resource Management, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/32e8038c55f55eb8a8b7181360c3fa237d5ccbe8

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Citations in the corpus

Analysing Service Quality: The Case of Post-Graduate Chinese Students (2007, background): “Empirical findings from a sample of students studying in the UK revealed three factors that appear to be important in a business and management faculty (Oldfield & Baron, 2000 ).”
Using SERVQUAL to Measure the Quality of the Classroom Experience (2008, methodology): “…to be as close as possible to what is considered a pure service, and students are progressively seeing themselves more and more as consumers of said service, there has been little effort to blend existing service management literature into current academic research streams (Oldfield & Baron, 2000).”
The desired teaching qualities of lecturers in higher education: a means end analysis (2006, background): “suggest that the “extent to which customers attain their goals depends partly on the behaviour of service employees” and Oldfield and Baron (2000, p. 86)”
International and Local Student Satisfaction: Resources and Capabilities Perspective (2004, background): “It departs from extant empirical concerns with student satisfaction with quality of courses and teaching (Oldfield and Baron 2000, Guolla 1999, Yanhong Li and Kaye 1998, Athiyaman 1997, Cheng and Tam 1997, Soutar and McNeil 1996) and with student evaluations of the teaching process (Simpson and…”
Students' perceptions of service quality in higher education (2009, methodology): “The conceptualisation of service quality, its relationship to the satisfaction and value constructs and methods of evaluation, have been a central theme of the education sector over recent years (Oldfield & Baron, 2000 ; Soutar & McNeil, 1996 ).”
Educational value: how students choose university: Evidence from an Italian university (2010, background): “), since service quality and student satisfaction are important determinant factors in students' retention ( Oldfield and Baron, 2000”
Specific remedy for specific problem: measuring service quality in South African higher education (2010, background): “Oldfield and Baron (2000) suggest that there are three underlying factors of higher education service quality namely: (1) requisite elements (encounters which are essential to enable students to fulfil their study obligations); (2) acceptable elements (which are desirable but not essential to stude”
Customer service quality in the Greek Cypriot banking industry (2005, methodology): “The SERVQUAL instrument as proposed by Parasuraman et al. (1988) was examined by two experts from the banking industry and these experts agreed that the scale was suitable for collecting data from the targeted respondents.”
Dimensions Driving Business Student Satisfaction in Higher Education. (2015, background): “As stated earlier by Oldfield and Baron (2000) and Wakefield and Blodgett (1994), students spend a lot of time within the classroom environment, as such; they would prefer an environment which is comfortable and conducive for learning.”
Comparing alternative instruments to measure service quality in higher education (2009, methodology): “The SERVPERF paradigm is less popular than the SERVQUAL in the context of HE (one exception is those by Oldfield and Baron, 2000”
Service Quality and Student Satisfaction: A Case Study at Private Higher Education Institutions (2009, background): “…Requisite encounters which essentially enable students to fulfill their study obligations; Acceptable encounters which students acknowledge as being desirable but not essential during their course of study and Functional, an encounter of a practical or utilitarian nature (Oldfield and Baron, 2000).”
Antecedents and consequences of service quality in a higher education context: A qualitative research approach (2013, background): “However, a number of studies (see, for example, Cuthbert, 1996a, b; O’Neill, 2003; Oldfield and Baron, 2000; Sahney et al., 2004) examined the SERVQUAL scale in the university environment and none of those studies were able to replicate the QAE 21,1”