Students’ perceptions of quality in higher education

By Y. Hill, L. Lomas, J. Macgregor. 2003

533 citations recorded by the source corpus.

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Citations in the corpus

Value co-creation and university teaching quality Consequences for the European Higher Education Area (EHEA) (2012, methodology): “This approach is mainly based on students‟ satisfaction as a lecturers‟ performance indicator (Hill et al., 2003; Marzo-Navarro, et al. 2005; Sakthivel and Raju, 2006).”
Examining student satisfaction with higher education services: using a new measurement tool (2010, background): “Hill et al. (2003) for example found that the quality of the lecturer belongs to the most important factors in the provision of high quality education.”
Student co-creation behavior in higher education: the role of satisfaction with the university experience (2015, background): “Others consider faculty–student interaction quality as a primary construct when studying perceptions of HE service quality (Hill et al., 2003; Oldfield & Baron, 2000).”
Assessing student satisfaction in transnational higher education (2013, background): “These factors are not different to those cited in previous studies on student satisfaction in other countries (e.g. Hill et al., 2003; García-Aracil, 2009; Miliszewska and Sztendur, 2010).”
Educational value: how students choose university: Evidence from an Italian university (2010, background): “As for most universities the core service delivery method is still the lecture, the quality of the lectures is still very important (Hill et al., 2003; Banwet and Datta, 2003).”
Measuring student satisfaction at a UK university (2006, result): “This is supported by the research of Hill et al. (2003)”
The desired teaching qualities of lecturers in higher education: a means end analysis (2006, background): “Likewise, Hill et al. (2003) found that the quality of the lecturer belongs to the most important factors in the provision of high quality education.”
The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education (2015, unknown): “Hill, Lomas, and MacGregor (2003) found that student satisfaction was influenced by the quality of lecturers and classroom delivery; the quality of feedback given to students in lessons and on assignments; and the interpersonal relationships between students and lecturers.”
Comparing alternative instruments to measure service quality in higher education (2009, background): “Datta, 2003, Hill et al ., 2003 and Douglas et al. , 2006) who stated that the most important”
TQM implementation and students' satisfaction of academic performance (2005, background): “This leads to a number of research questions: how do students in ISO as well as non-ISO engineering institutions perceive the quality of education offered to them? Is there any difference in the levels of quality of education offered between these institutions? Is such a difference significant? From”