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Expero meeting

Expero meeting. Discovering theoretical frames for Expero model. Ljubljana 23rd and 24th January 2006. Scientific literature about: Quality of the Service Customer Satisfaction Psychologic and Economic field Studies about Quality in Education Applied models/surveys in partners countries ….

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Expero meeting

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  1. Expero meeting Discovering theoretical frames for Expero model Ljubljana 23rd and 24th January 2006

  2. Scientific literature about: • Quality of the Service • Customer Satisfaction • Psychologic and Economic field • Studies about Quality in Education • Applied models/surveys in partners countries …

  3. ServqualParasuram et al, 1988-1991-1994 ServPerfTaylor & Cronin, 1994 Evaluated Performance ModelTeas, 1993 HedPerf - Firdbaus 2004-2005 MultiDimensional models by European SchoolKang & James, 2005 Retailed Service Quality & Perceived Value Model -Sweeney, 1997 Needs Analyses- Chiu & Lin, 2005 Application of Herzberg’s factors to ServQual -Kara, DeShields, 2005 ServPerVal (Petrick, 2004) Cognitive Dissonance and Stability of Service Quality Perception (O’Neil & Palmer 2004) Value as Second Order Multidimensional Formative Construct (Lin, Sher, Shih, 2005) CRM – Customer Relationship Management Kotler Customer Based ViewValdani & Busacca, 1998, 2005 SYNTHESISED MODEL OF SERVICE QUALITY, Brogowicz,1990 ATTRIBUTE SERVITE QUALITY MODELHallywood, Farmer, 1988 ANTECEDENTS AND MEDIATORMETHOD - Dabholkar, 2000 SERVICE QUALITY, CUSTOMER VALUE AND CUSTOMER SATISFACTIONMODEL - Oh, 1999) MODEL OF PERCEIVED SERVICE QUALITY AND SATISFACTION(Spreng and Mackoy 1996) INTERNAL SERVICE QUALITY MODELFrost, Kumar ,2000 PCP ATTRIBUTE MODELPhilips and Hazlett, 1997 IDEAL VALUE MODEL OF SERVICEQUALITY(Mattsson ,1995) Main theoretical models All these models are related to the SERVICE…

  4. Quality models applied in Higher Education • The congruence of quality values in higher education(Telford and Masson, 2005) • Examination of the dimensions of quality in higher education(Stefan Lagrosen, Roxana Seyyed-Hashemi and Markus Leitner, 2005) • Examination of the dimensions of quality in higher education(Stefan Lagrosen, Roxana Seyyed-Hashemi and Markus Leitner, 2005) • Application of Quality Meanings in Education - Harvey and Green (1993) • Stakeholder in higher education - Srikanthan and Dalrymple (2003) All these models are related to the SERVICE…

  5. Customer Satisfaction vs Quality of the Service • Customer Satisfaction (CS)  WILL • The customer is satisfied if s/he receives what s/he foresaw (or something more…) (expectation = foreseen) • Quality of the Service (QS)  SHOULD • It is the level of correspondence between what s/he would like to receive and her/his perception (expectation = should be)

  6. Difference between CS and QS • A student foresees that the teacher WILL BE able to answer to a technical question Focus on a specific match • A student would like to have competent teachers Generic carachteristic required

  7. Expectation • Cognitive schema linked to: • past experiences (Woodruff Jenkins, 1987: average or a particular one) • similar experiences • word of mouth • personal needs • environment • social (opinion leader, group, culture) • costs • As prediction/ foreseen  will happen • Confirm vs disconfirm (Miller, 1977, Swan 1980, Boulding e Zeithalm 1993) • As factual desires  should happen • Desires mediated through prediction

  8. Which kind of satisfaction? • Related To foresee • Related To IDEAL EXPECTATION (factual desires) • Related To the minimum level of tolerance • Related To comparison with alternatives (Parakash, 1984)

  9. What we would like the service to offer, despite past schemas Ideal Expectation (IE)IE = f (D,PS)Ideal Expectations are composed by desires and past schemas … direct and indirect experiences… Human needs PAST SCHEMA (PS) DESIRES (D)

  10. Imagine • It is a vehicle of meaning able to create values and to fix them in different frames (immaterial) continuously connected to the service (factual). • It becomes the social memory of the service able to give identity to it and make the difference among other similar services.

  11. Educational Outcome • Expero focuses on Educational Outcome • It means NOT the global school SERVICE • Educational Outcome is only a part of the global service: it is the main result Definition “competencies acquired in attending a training course, they are formed from the knowledges, the abilities and the professional behaviours acquired by the trainee” The models have been reframed into the Educational Outcome

  12. Stakeholders 3 main categories • Trainees (participating to the training) • External (companies…) • Internal (teachers, tutors, employees, ecc.) Factory Ministery Tutor Trainer Parents Trainees

  13. Evaluation and Assessment • To give an evaluation to school outcome • Quantitative ….to be put in the matrix • To give indication about what to improve • Qualitative … to give contents to reflect on

  14. Quality of the service (less importance to CS) • perceived quality and ideal expectation • Different stakeholders (I-STK, T-SK and E-STK) • with different needs and perceptions

  15. Indicators for educational outcome • External - evaluation of the knowledge and abilities developed during the training • Differences between initial and final status EE - Educational Effectiveness B. Self - evaluation of the personal improvement about the acquired knowledge and abilities by the trainees • Self evaluation CK- Consciousness of the knowledge C. Trainees satisfaction of the training outcomes • relation between expectation (will) and perception SR - Satisfaction of the result D. Stakeholders’ evaluation of the training outcomes • relation between ideal expectation (should) and perception QR -Quality of the result EVALUATION of the OUTCOME E. Imagine • value associated to the brand (social memory and identity) QB - Quality of the brand F. Trainees & Internal Stakeholders’ expectation of the training process • ideal expectation (should) TP WHAT and HOW TO IMPROVE by T-STK by EX-STK by I & T-STK

  16. EE CK SR TP QR QB

  17. A -External - evaluation of the knowledge and abilities developed during the training • Pre training theoretical knowledge • Pre training practical abilities • Background (previous studies and job experiences, surrounding) • Post training theoretical knowledge • Post training practical abilities • Final grades • Already in use? • Standardization of scores

  18. B. Self - evaluation of the personal improvement about the acquired knowledge and abilities by the trainees • Adults are supposed to be conscious about their own learnt • Subjective perception of • what s/he has learnt, both theoretically both practically; • how much s/he has improved;

  19. C. Trainees satisfaction of the training outcomes • WILL • Problem “expectation vs perception” • ServPerf vs ServQual • How I feel satisifed about… • What learnt theoretically • What learnt practically • Level of personal improvement • Scores + qualitative explanation about negative scores

  20. D. Stakeholders’ evaluation of the training outcomes • SHOULD = Ideal Expectation • What should a student learn in this course? • What have the student learnt in this course? • How much the student competencies fit for the purpose (satisfied Your needs)? • 2 different moment of questioning • Qualitative interview translated in quantitative score

  21. E. Imagine • Have You previously know about institute • How? • Which level of affidabilità • Which level from outside?

  22. F. • How should be the training process? • Lesson timetable • Workload • Evaluation activities • Laboratories • Didactical aspects • stages

  23. Glossary • Which terms need to be included? • Work group

  24. ServQual(Parasuram et al, 1988-1991-1994) • Satisfaction = Expectation – Perception • 5 indicators: • reliability, • answer capability, • ensuring capability, • empathy, • factual aspects • Internal and External customer survey • 4 gaps: • don’t know what the customer wants • Wrong standard in quality of the service • Differences between standards and offered service • Promises that not responding to results

  25. ServPerf(Taylor & Cronin, 1994) • Perceptions contain Expectations • Model perception only • It uses the same questionnaire of ServQual limited to the perception scale

  26. Teas, 1993 • semantic differentialNew scale (taken from Osgood) measuring opposite meanings using bipolar pairs • Multidimensional factors Qi = –1[Σm j=1 wj I(Ajk –Ij )I ] where: • Qi =The individual’s perceived quality of object i. • wj = Importance of attribute j as a determinant of perceived quality. • Aij = Individual’s perceived amount of attribute j possessed by object i. • Ij = The ideal amount of attribute j as conceptualized in classical ideal point • attitudinal models. • m = Number of attributes.

  27. IDEAL VALUE MODEL OF SERVICE QUALITY(Mattsson ,1995)

  28. PCP ATTRIBUTE MODELPhilips and Hazlett, 1997

  29. INTERNAL SERVICE QUALITY MODELFrost, Kumar ,2000

  30. European School Brady and Cronin (2001)

  31. MODEL OF PERCEIVED SERVICE QUALITY AND SATISFACTION(Spreng and Mackoy 1996)

  32. RETAIL SERVICE QUALITY AND PERCEIVED VALUE MODEL (Sweeney, 1997)

  33. SERVICE QUALITY, CUSTOMER VALUE AND CUSTOMER SATISFACTION MODEL(Oh, 1999)

  34. ANTECEDENTS AND MEDIATOR METHOD(Dabholkar, 2000)

  35. A study on the cognitive and affective components of service quality.(Hung-Chang Chiu, 2002)

  36. Chiu, Lin (2005)

  37. VALUE AS A SECOND ORDER MULTIDIMENSIONAL FORMATIVE CONSTRUCT. (Lin, Sher , Shih, 2005).

  38. soddisfazione pianificata dal management soddisfazione desiderata dal cliente Gap sintonia Gap coinvolgimento Gap realizzazione soddisfazione offerta dall’impresa Gap valore Gap allineamento Gap progettazione Gap percezione soddisfazione recepita dal personale Gap consonanza soddisfazione percepita dal cliente CBV (Customer Based View) (Valdani, Busacca, 1998-2005)

  39. COGNITIVE DISSONANCE AND THE STABILITY OF SERVICE QUALITY PERCEPTIONSO’Neill , Palmer , 2004

  40. ATTRIBUTE SERVITE QUALITY MODEL(Hallywood, Farmer, 1988)

  41. SYNTHESISED MODEL OF SERVICE QUALITY(Brogowicz,1990)

  42. Determinants of business student satisfaction and retention in higher education: applying Herzberg’s two-factor theoryDeShields Jr, Kara, e Kaynak, 2005

  43. The congruence of quality values in higher education(Telford and Masson, 2005)

  44. Examination of the dimensions of quality in higher education(Stefan Lagrosen, Roxana Seyyed-Hashemi and Markus Leitner, 2005)

  45. Harvey and Green (1993)

  46. Stakeholder in higher educationSrikanthan and Dalrymple (2003)

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