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Commenced in January 2007 Frequency: Monthly Edition: International Publications Count: 30073


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10009856
A Six-Year Case Study Evaluating the Stakeholders’ Requirements and Satisfaction in Higher Educational Establishments
Abstract:
Worldwide and mainly in the European Union, many standards, regulations, models and systems exists for the evaluation and identification of stakeholders’ requirements of individual universities and higher education (HE) in general. All systems are targeting to measure or evaluate the Universities’ Quality Assurance Systems and the services offered to the recipients of HE, mainly the students. Numerous surveys were conducted in the past either by each university or by organized bodies to identify the students’ satisfaction or to evaluate to what extent these requirements are fulfilled. In this paper, the main results of an ongoing 6-year joint research will be presented very briefly. This research deals with an in depth investigation of student’s satisfaction, students personal requirements, a cup analysis among these two parameters and compares different universities. Through this research an attempt will be made to address four very important questions in higher education establishments (HEE): (1) Are there any common requirements, parameters, good practices or questions that apply to a large number of universities that will assure that students’ requirements are fulfilled? (2) Up to what extent the individual programs of HEE fulfil the requirements of the stakeholders? (3) Are there any similarities on specific programs among European HEE? (4) To what extent the knowledge acquired in a specific course program is utilized or used in a specific country? For the execution of the research an internationally accepted questionnaire(s) was used to evaluate up to what extent the students’ requirements and satisfaction were fulfilled in 2012 and five years later (2017). Samples of students and or universities were taken from many European Universities. The questionnaires used, the sampling method and methodology adopted, as well as the comparison tables and results will be very valuable to any university that is willing to follow the same route and methodology or compare the results with their own HHE. Apart from the unique methodology, valuable results are demonstrated from the four case studies. There is a great difference between the student’s expectations or importance from what they are getting from their universities (in all parameters they are getting less). When there is a crisis or budget cut in HEE there is a direct impact to students. There are many differences on subjects taught in European universities.
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References:

[1] Angeli I, Pilava Y. 2012, “Identifying student’s requirements and ranking systems in higher education: QFD case studies”. The Nineteenth International Conference of the Israel Society for Quality, October 22-24 2012, Jerusalem, Israel.
[2] Angeli I., Kyriacou A. 2017, “The impact of the economic crisis to the quality of services, offered d by Higher Educational Institutions with respect to student’s satisfaction. A case study of gap analysis” 14th UASQ European Quality Week 2017, 23th– 24th, November, Belgrade, Serbia AND International Journal “ Advance Quality 2017, V3, Serbia.
[3] ENQA Web: http://www.enqa.eu/files/ENQA.
[4] ENQA Web: http://www.enqa.net/bologna.lasso.
[5] Harvey C., (2003) Critical thinking in the management classroom: Bloom’s taxonomy as a learning tool, Journal of Management Education, Vol. 27 No. 5, pp. 533-555.
[6] ISO 9001:2015, Quality Management system standard.
[7] National Students Survey (NSS): (http://www.hefce.ac.uk/lt/nss/results/2016/).
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