Questionnaire for the assessment of factors related to university degree choice in Spanish public system: A psychometric study

Universities are interested in attracting students, but they do not usually have data relating to students intentions. Furthermore, both general and subjective factors are taken into account by students when choosing a degree and a university. This paper presents a psychometric study of a questionnaire which aims to assess variables relating the aspects involved in the selection process and accessing the Spanish university system. This questionnaire considers six factors: Consideration of the University; Perceived Usefulness; Social Impact; Vocational Aspects; Influence of Surroundings and Geographic Location. The item analysis (discrimination index) reduced the questionnaire to 25 items, and the reliability and validity of this final questionnaire was analyzed using a sample of 1532 students from eight Spanish universities. The results showed that the reliability as internal consistency of the six factors was high; the construct validity showed a structure of six first order factors clustered in two second order factors and finally, there was high discriminant validity between groups defined by variables such as gender or academic area. Applying predictive analytics to the results of this questionnaire will then enable specific recruiting policies to be applied, which target the type of students that universities are looking for, while reducing costs.This work forms part of the project entitled "A Longitudinal Model Impact Assessment of Variables Involved in selecting Studies and University. Academic achievement in high school and university entrance exam, as predictors of initial performance at University", financed by the ICE at the University of Barcelona in the Redice 2012, with Code Number 1641-01. The translation of this paper was funded by the Universitat Politecnica de Valencia, SpainPeró, M.; Soriano Jiménez, PP.; Capilla Lladró, R.; Guàrdia I Olmos, J.; Hervás, A. (2015). Questionnaire for the assessment of factors related to university degree choice in Spanish public system: A psychometric study. Computers in Human Behavior. 47:128-138. doi:10.1016/j.chb.2014.09.003S1281384

Measurement and effects of teaching quality : an empirical model applied to masters programs

This study applies service quality and customer satisfaction theory to the field of education, and particularly to postgraduate studies. It examines the impact of multiple indicators of teaching quality on student satisfaction. For this purpose, a model is proposed and verified in which the teaching quality indicators are antecedents of the student's satisfaction with the professor and the program. An innovative aspect of the study is the introduction into education of the concept of customer loyalty as a result of satisfaction. In its analysis of these aspects, the study draws on data from a survey conducted among students of two business administration programs. A total of 2,446 valid questionnaires were obtained. In the proposed model, the latent variable, student satisfaction, is considered to be a consequence of the combined effect of satisfaction with certain aspects of teaching quality and the cause of the variation in the indicators on the satisfaction measurement scale. The model was tested by using the MIMIC [Multiple Indicators and Multiple Causes] structural equation technique

Cross-cultural comparisons of consumer satisfaction ratings : a perspective from Albert Hirschman’s theory

Purpose This paper seeks to propose Albert Hirschman’s theory of “exit, voice and loyalty” as a complementary conceptual framework to Hofstede’s cultural dimensions and use them in conjunction to compare consumer satisfaction with services across cultures. Design/methodology/approach A model of satisfaction with complex services (higher education) is developed and then tested in two different cultures, Colombia and Spain, with a sample of 879 students. Structural equation modeling based on the partial least squares algorithm is used to test the proposed model. Findings Colombian students are more satisfied with the educational system than Spanish ones. This is explained by cultural and contextual differences that pose greater restrictions on accessibility to higher education, provide fewer choice alternatives and present more switching costs for the Colombian student. Originality/value This study applies the conditions of Hirschman’s theory in an international setting, offering a rich basis for understanding differences in consumer satisfaction that accounts for intra national diversityThe authors also acknowledge support received from the Spanish Ministry of Education and Science (Grant SEJ2007 65897) and the Institute Carmen Vidal BallesterPublicad