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This study envisioned plausible influential factors on service quality and academic excellence relatable to graduate self-confidence in an open distance learning (ODL) outlook. The objective was to expose the moderating role of academic excellence (graduate satisfaction) between service quality and self-confidence (engagement, achievement, loyalty and opportunity, EALO). It was also of interest to explore how, in what routines factors involved interrelated.

This study utilized exploratory design. Qualitatively, service quality included acclimation, advising, module, tutorial, assessment, feedback and referral factors. Service quality led to academic excellence (GPA, study length, relevance and recognition). Besides, academic excellence influenced self-confidence. Quantitatively, service quality, academic excellence and self-confidence were the independent, moderating and dependent variables. Respondents were randomly selected through a survey of eligible Universitas Terbuka alumni.

11 hypotheses were assessed under structural-equation modeling (SEM). Responses from 122 out of 500 graduates were completed. Eight hypotheses were validated by the analysis. The tutorial was the most influential factor followed by module, assessment and acclimation; advising, feedback and referral were excluded. Academic excellence also led to self-confidence. The study was able to visualize a substantial role of academic excellence in moderating service quality to EALO. Besides, important-performance analysis and customer-satisfaction index (IPA-CSI) recognized 21 out of 32 attributes as the pillars of academic excellence.

Three of the hypotheses were invalidated by the quantitative analysis. Further inquiry with much broader coverage is then required to diminish the variance to finally find the ideal framework.

This study observes that academic excellence associated with satisfaction leads to persistence, loyalty and future careers as perceived by students in an open distance learning framework. The purpose of this paper is to scrutinize the influences of academic excellence as the origin of satisfaction, and how and in which routines those associated factors were interconnected.

The inquiry employed the mixed-methods (exploratory design) approach. It was qualitatively identified first that academic excellence included student orientation, academic counseling, learning materials, tutorial supports, evaluation systems, feedback mechanisms and referral schemes. These seven factors had repercussions on students’ persistence, loyalty and future careers. Quantitatively, seven factors of academic excellence and the latter are independent and dependent variables, respectively. Respondents were randomly selected to accumulate data through a survey from the overseas students of Universitas Terbuka Indonesia. Importance-performance analysis and customer-satisfaction index were concurrently applied to measure the excellence level and its importance degree. Ten hypotheses were established and then examined using structural equation modeling to encapsulate the interrelations intensity among the engaged factors.

Eight out of ten hypotheses were statistically validated by the analysis excluding tutorial supports and feedback mechanisms factors. It was inferred that evaluation systems were the most critical factor and orderly followed by referral schemes, academic counseling, learning materials and student orientation. Academic excellence had an impact on persistence and loyalty, followed by career advancement.

The study identified minor disparity of qualitative and quantitative results. Further query with wider perspectives was needed by also enlarging the sample to minimize the gaps.

Service quality and satisfaction in the ODL setting related to students’ accomplishments (performance, loyalty and career) were reconsidered. It was aimed at exposing the moderating role of satisfaction on service quality and accomplishment. It was also of interest to scrutinize how, in what routines determinants engaged interdepended. The paper aims to discuss these issues.

This study utilized an exploratory design. It was qualitatively identified first that service quality included tangible, empathy, assurance, reliability, responsiveness and referral factors. It preceded to satisfaction (perceived from academic, operational and managerial attitudes). Satisfaction led to accomplishment. Quantitatively, service quality, satisfaction and accomplishment were identified as independent, moderating, and dependent variables, respectively. Respondents, 500 Universitas Terbuka graduates, were randomly pursued to accumulate data by a survey. Methodically, importance-performance analysis (IPA) and customer-satisfaction index (CSI) were used to figure out satisfaction and their importance degree. Nine hypotheses were developed and examined using structural-equation modeling to visualize the loading factors.

Replies from 163 respondents were completed. Seven of nine hypotheses were validated. It was distinguished that reliability influencing satisfaction, they were empathy, assurance and responsiveness; excluding tangible and referral. Satisfaction influenced performance, career, and loyalty. IPA-CSI analysis recognized 15 (of 21) attributes as the pillars of service quality.

Despite the qualitative framework was improperly approved by quantitative procedure, they were methodically reliable. It was supported by the fact that nine cut-off values of goodness-of-fit requirements harmonized. Additional inquiry is therefore required to tail off variances by integrating a more appropriate approach, amplifying theoretical coverage, and/or extending population/sample size.

This report explored enriched notions and dimensions of quality massive open online courses (QMOOCs). The purpose of this paper is to visualize the quality measures adjacent to MOOCs and understanding distinctive outlooks to approaching them. It was also of interests to envisage how and in what routines those notions and dimensions interrelated.

Exploratory-design was employed to qualitatively establishing conceptual and operational frameworks first through reviewing processes and focus-group discussions. QMOOCs were reflected by four dimensions: scientifically provable, technically feasible, economically beneficial and socio-culturally adaptable. Besides, QMOOCs involved six notions (6P: presage, process, product, practicability, prospective and power) and affected knowledge, skills and professionalism (KSP). Quantitatively, QMOOCs, 6P and KSP were the moderating, independent and dependent variables, respectively. Associated data were accumulated through survey by distributing 600 questionnaires randomly to 708 Universitas Terbuka faculty members; 299 of them were completed.

Nine hypotheses were scrutinized utilizing structural-equation model and eight were validated by the analysis. It was statistically inferred that product was alluded as the prime notion to QMOOCs followed by process, practicability, presage and power; prospective was excluded. Professionalism, knowledge and skill were influenced by QMOOCs. Importance-performance analysis (IPA) and customer-satisfaction index were emulated (and applied) to quantify respondents opinion and relevance degree of those engaged notions and dimensions. IPA analysis revealed four prominent notions (corresponding, functional, well-defined and learner-focused) and one dimension (technically feasible).

Qualitative framework was imperfectly confirmed by the quantitative upshot. Further inquiry is crucial searching for plausible validation how this consequence was marginally distinctive in conjunction with authenticating QMOOCs.

This paper aims to explore the origins of providing quality satisfied open educational resources (QS-OER) related to Making Indonesia 4.0. It was aimed at exploring plausible determinants perceived by faculty. It was also of interest to reveal how, in what routines associated factors were interrelated.

An exploratory design was used. A conceptual framework was first established through a literature review and focus group discussion. Conceptually, QS-OER included presage, pattern, process, product, practicability, prospective and power (7Ps). QS-OER had direct effects on hard, soft, social and life skills (4Ss). The operational framework was then established with 7Ps, QS-OER and 4Ss as independent, moderating and dependent variables, respectively. The population of 631 from Universitas Terbuka faculty was included in the study. Respondents were randomly chosen to accumulate data through a survey. Methodically, importance–performance analysis (IPA) and customer-satisfaction index (CSI) were emulated to measure satisfaction level and importance degree. Eleven hypotheses were assessed under structural equation modeling.

Seven hypotheses were validated following 211 returned responses from respondents. Product was the most influential factor to QS-OER, followed by power, practicability, pattern and prospective, whereas presage and process were excluded. QS-OER influenced hard and soft skills, but social and life skills were excluded. IPA-CSI chart identified 21 (of 32) attributes as the pillars of QS-OER.

The quantitative framework was statistically dependable despite two of nine cut-off values that are slightly below the goodness-of-fit criteria. The study recognized the variance of qualitative versus quantitative results. Further inquiry is vital to diminish divergence by incorporating more relevant methods, augmenting theoretical exposures and/or enlarging sample size/population.

Partnerships, public relations and institutional development at Universitas Terbuka UT (Indonesia Open University) are discussed in this paper. The discussion is aimed at elucidating the way of Universitas Terbuka pursuing its vision, i.e. to be one of center of excellence in distance higher education institutions in Asia by 2010 and the world by 2020. Short history, development and the future of higher education system in general are also described; specifically the development, role and contribution of distance higher education, run by Universitas Terbuka, in Indonesia. Partnerships are designed to be the way Universitas Terbuka improves its delivery and instructional processes. Public relations are aimed at constructing institutional image not only in the national level but also in regional and even in the global context. Institutional development is intended to be the systematic and comprehensive ways to adopt the turbulence as a result of rapid change internally and externally. Besides, historical development of Universitas Terbuka, which now has more than 482.000 active students registered at the four faculties, is also explicated in relations to the need of discussions of the importance of partnerships, public relations and institutional development. The discussion on partnerships will be more elaborated on how to empower the 37 regional centers, almost 3000 exam sites in 527 cities and more than 8000 study groups all over the country to initiate and maintain partnerships with local state and some selected private universities in the use of common resources. The argument on public relations will be developed on how the central and regional offices build the institutional image in association with maintaining current student body and pursuing larger prospective students. The discussion on institutional development will be expanded specifically on how to develop strategic and operational planning documents with respect to maintaining and assuring academic and administrative quality at Universitas Terbuka. The paper finally explains where partnerships, public relations and institutional development aspects are positioned in the strategic and operational planning of Universitas Terbuka within its three main focuses, i.e. the improvement of academic quality, the expansion of students participation and service points, and the enhancement of internal management comprehensively.

The purpose of this paper is, first, to scrutinize the determinants of key benefits of open educational resources (OER) to faculty. Second, it is to expose how, in which routines the variables involved, are interrelated.

An exploratory design is used in this study. Qualitatively, key benefits include integration, opportunity, efficiency, enrichment, and collaboration. These benefits have direct impacts on enhancing student learning, augmenting teaching practice, improving productivity, catalyzing changes in teaching practice, and supporting non-traditional learners. Quantitatively, the key benefit is moderating the variables. Integration, opportunity, efficiency, enrichment, and collaboration are independent variables. Variables like enhancing student learning, enriching teaching practice, improving productivity, catalyzing changes, and supporting non-traditional learners are the dependent variables. The study population comprised the 721 Universitas Terbuka (UT) faculty members. The respondents were chosen randomly by distributing 450 questionnaires. Only 203 questionnaires were completed. Importance performance analysis and customer satisfaction index (IPA-CSI) were used to measure the importance level of variables involved and their benefits. Structural equation model (SEM) was used to examine the ten hypotheses developed so that the author could understand the significance level and relations power among variables engaged with reference to the qualitative outcomes previously obtained.

Six hypotheses were validated by the analysis. Statistically, efficiency and integration affect key benefits. Likewise, moderating variables affect teaching practice enhancement, productivity improvement, catalyzing changes, and supporting non-traditional learners. Conversely, key benefits were neither interrelated by opportunity, enrichment, and collaboration nor learning enhancement.

This study highlighted that adoption, integration, and implementation of OER in the UT milieu do take place.

This study recognized the variation of qualitative vs quantitative outcomes. An auxiliary inquiry is needed with broader perspective by increasing the respondents sample in order to minimize the difference between qualitative and quantitative results.

This paper examines the elements of overall service quality as evidence for student satisfaction in an open and distance learning mode. It aims mainly at assessing the implementation and utilization of services as expected and experienced by students. The paper also explores the links between satisfaction and grade point average, student persistence and retention. The research was conducted at Universitas Terbuka utilizing a survey, with the data being collected randomly through a questionnaire. The population was 1,154 Universitas Terbuka graduates attending a commencement day in May 2014. Three hundred questionnaires were distributed and 218 of them were returned complete and processed. Student satisfaction was assessed by scrutinizing the dimensions of service quality: the attributes of reliability, assurance, tangibility, empathy and responsiveness. An Importance Performance Analysis and a Customer Satisfaction Index were first applied concurrently to measure student satisfaction and the level of its importance. Structural equation modelling was then used to verify the influencing features related to satisfaction with the grade point average, persistence and retention. Eight hypotheses were formed and examined, six of which were statistically validated by the analysis. It was found that empathy, responsiveness and reliability directly influenced student satisfaction; and persistence and retention were visibly affected by satisfaction.

Factors affecting students' loyalty were explored in this paper. The objective of the study was to identify the most important factors involved in determining students' loyalty at Universitas Terbuka, Indonesia. The research was conducted through a quantitative approach and all data were processed using the path analysis method. Respondents were students registered at the Faculty of Social and Political Science, the Faculty of Economics, and the Faculty of Mathematics and Natural Sciences. A proportionate simple random sampling was taken and 193 questionnaires were completed. These questionnaires explored five variables and 24 attributes through 114 valid and reliable statements using a Likert Scale ranging from 1 – 5. These instruments were used to gather responses from students to ascertain what factors determined students' loyalty at Universitas Terbuka. The respondents were students registered in the first semester of academic year of 2012. They have also been registered in least two previous semesters in the relevant program/faculty. Students' loyalty was the dependent variable. Service quality, student expectations and university image were the independent variables; student satisfaction was the intervening variable. Nine hypotheses were examined, and all were validated by the analysis. The most significant factors affecting students' loyalty were student expectations and university image.