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|Title: ||Which classroom service encounters make students happy or unhappy?: insights from an online CIT study|
|Authors: ||Voss, Roediger|
Reppel, Alexander E.
|Keywords: ||Service quality|
Critical incident technique
|Issue Date: ||2010|
|Publisher: ||© Emerald Group Publishing Limited|
|Citation: ||VOSS, R., GRUBER, T. and REPPEL, A.E., 2010. Which classroom service encounters make students happy or unhappy?: insights from an online CIT study. International Journal of Educational Management, 24 (7), pp.615-636.|
|Abstract: ||Purpose – This paper explores satisfactory and dissatisfactory student-professor encounters in
higher education from a student’s perspective. The critical incident technique (CIT) is used to
categorise positive and negative student-professor interactions and to reveal quality
dimensions of professors.
Design/methodology/approach – An exploratory study using an online application of the
well established CIT method was conducted. The study took place at a large European
university. 96 students took part in the study on a voluntary basis and reported 164 incidents.
Respondents were aged between 19 and 24 years (X=23.2) and slightly more female students
(52%) filled in the online CIT questionnaire than male students (48%). On average, every
student provided 1.7 incidents.
Findings – The results of the critical incident sorting process support previous classification
systems that used three major groups to thoroughly represent the domain of (un)satisfactory
student-professor encounters. The results of the CIT study also revealed 10 quality
dimensions of professors, corroborating previous research in this area.
Research limitations/implications – Due to the exploratory nature of the study and the scope
and size of its student sample, the results outlined are tentative in nature. The research study
also only investigates the experiences of one stakeholder group.
Practical implications – Gaining knowledge of students’ classroom experiences should be
beneficial for professors to design their teaching programmes. Based on the results,
universities might consider the introduction of student contracts or student satisfaction
guarantees to manage student expectations effectively.
Originality/value – The study was the first to successfully apply an online version of the CIT
techniques to the issue of higher education services. This study shows that the CIT method is
a useful tool for exploring student-professor encounters in higher education. The paper has
hopefully opened up an area of research and methodology that could reap considerable further
benefits for researchers interested in this area.|
|Version: ||Accepted for publication|
|Publisher Link: ||http://dx.doi.org/10.1108/09513541011080002|
|Appears in Collections:||Published Articles (Business School)|
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