Search results

The purpose of this study is to investigate university students’ perception of service quality and satisfaction in a developing country to guide quality improvement.

The study uses a quantitative survey design. A new instrument has been developed to measure student perceived service quality. Data was collected from 182 undergraduate students enrolled in a five-year BEd course at the one University of Education in Myanmar.

A significant gender difference was found only in one of the service quality dimensions, hostel facilities. There was a significant difference in student satisfaction in the year of study. Apart from cafeteria and hostel facilities, students’ perceived-level of service quality was significantly different. All service quality dimensions were significantly correlated with student satisfaction. Significant relationships were found among intention to leave the university, trust in management and overall satisfaction with the university.

This study uses data collected from undergraduate students studying at the one University of Education in Myanmar.

The study adds on to the service quality literature on higher education in developing countries, specifically in Myanmar. The students’ perceived service quality dimensions resulting from this study can be applied by universities to evaluate their performance.

The research findings presented in this paper fill the gap in the existing literature by providing empirical knowledge on service quality measurement and student satisfaction in the higher education context. The study is among the first studies of students’ perception of service quality and satisfaction in Myanmar.

This study scrutinizes the attitudes of postgraduate students specializing in education toward research at one University of Education in Myanmar.

Having collected data from 121 Master in Education (MEd) students in three education departments, the study validated Papanastasiou's (2014) Revised-Attitude toward Research (R-ATR) scale by performing confirmatory factor analysis (CFA). A one-way MANOVA was used to establish the significance of mean differences between groups and ANOVA was used for the same purpose among groups.

The R-ATR scale is fit with the sample (χ²/df = 1.60), and the students' attitudes toward research are favorable with mean value for research usefulness (5.98), positive research predispositions (5.55) and research anxiety (3.61), despite feeling stressed and anxious. There was a significant difference in the students' attitudes toward research regarding their departments, while no significant difference was found based on their research experience, gender and age.

There should be an effective mechanism in implementing the research course and in online delivery mode, collaboration between the faculties in the process of revision and review of the research courses, effective strategies of improving research instructors' quality and also internationalization to sustain students' positive attitudes toward research and to reduce their stress and anxiety.

This research is empirically novel, and the initiative attempts to first use the R-ATR scale in teacher education in Myanmar.