Development of a multi-perspective assessment tool in the evaluation of the service quality of public higher education institutions in the Philippines

• Main Author: Isip, Marc Immanuel G.
• Format: text
• Language: English
• Published: Animo Repository 2015
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/4955
• Institution: De La Salle University

The aim of the research is to develop an assessment tool that incorporates multiple perspectives of key stakeholders in the evaluation of service quality of Philippine public higher education institutions. Output of this research is an empirical model to measure the service quality of Philippine public higher education institutions (HEI). The developed assessment tool possesses the following characteristics, which existing assessment tools and service quality frameworks do not have: 1) Industry-Specific, targeted for the higher education institutions (HEI) 2) Specific HEI-Type, for public tertiary education institutions 3) Balanced Educational Philosophy, which utilizes both the customer and product approach/orientation in its assessment and 4) Multi-Perspective, which includes the inputs and understanding of four key stakeholders/customer groups: administrators, parents, and the main internal (faculty members) and external (students) customers. This new service quality measurement instrument, developed and tested empirically, is named as multi-perspective assessment tool (MPAT). The research was divided into three phases: 1) Exploratory Analysis through review of literature, expert panel review and consultation, and a full-scale survey (first wave) to determine the degree of importance for each of the individual service quality dimensions in enhancing service quality furthermore, it includes the development of conceptual model for the assessment tool through focus group discussions (FGD) attended by selected key stakeholders 2) Development of the Measurement Instrument and Testing the Conceptual Model through another full scale survey (second wave), results of which were used in the empirical model formulation using confirmatory factor analysis (CFA) through structural equation modelling (SEM) and 3) Analysis of Data and Validation of Tool which involves statistical analysis that assessed the sample adequacy, unidimensionality, reliability, and convergent/discriminant validity another full-scale survey (third wave) was done to validate the assessment tool through practical application: a case study to measure the performance of a state university using the MPAT results were processed through Importance-Performance Analysis (IPA) and series of interviews. Content validity was further made through FGD that qualitatively compared MPAT with HEPDERF based on the educational philosophies the tools possess. The result of the first-wave survey is the shortlisted six (6) important quality dimensions namely: Teaching Achievement, Research Capability, Delivery, Student Competence, Continuous Improvement, and Content. The result of the second-wave survey is the hierarchical conceptual model of MPAT. The CFA through SEM, using SPSS Amos, revealed statistical values that positively confirm the models sample adequacy, unidimensionality, reliability, and convergent and discriminant validity. The results of the third wave survey provided a list of quality dimensions, attributes, and variables that require attention from the administration as reflected from the perspectives of students and faculty members. The series of interviews provided deep understanding from stakeholders which were considered by the administrators useful for strategic, tactical, and operational planning of activities for the institution. The comparison of the MPAT with HEDPERF yielded results in favor of the former in terms of achieving balanced educational philosophy and targeted customer groups. Overall, the MPAT reflects a well-rounded set of quality dimensions that does not only satisfy one particular stakeholder: students (and parents), but also those that are internal such as the administrators and the faculty members.