Volume 10, Issue 1 (2022)
Health Educ Health Promot 2022, 10(1): 69-74 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Setyanti Kusumaputri E, Apriliawati D, Latif Muslimah H, Sumintono B. Satisfaction of Indonesian Health Promotion and Academic Services in Higher Education. Health Educ Health Promot 2022; 10 (1) :69-74
URL: http://hehp.modares.ac.ir/article-5-57270-en.html
URL: http://hehp.modares.ac.ir/article-5-57270-en.html
1- Department of Psychology, Universitas Islam Negeri Sunan Kalijaga Sleman, Yogyakarta, Indonesia
2- Department of Psychology, Gadjah Mada University, Sleman Yogyakarta, Indonesia
3- Department of Educational Psychology & Counseling, University of Malaya, Kuala Lumpur, Malaysiay
2- Department of Psychology, Gadjah Mada University, Sleman Yogyakarta, Indonesia
3- Department of Educational Psychology & Counseling, University of Malaya, Kuala Lumpur, Malaysiay
Full-Text [PDF 436 kb]
(1785 Downloads)
| Abstract (HTML) (2065 Views)
There were four rating scales, and there was no threshold of confusion. In addition, all rating scales work well, showing that it was easy for respondents to understand all ratings (Table 3).
Table 3) The Statistical Information of the Grade Scale Model Category
Findings
IUSQ item calibration
Additional facilities and services are two constructions that students consider challenging to fulfill. This shows that some college academic services have satisfied students and need improvement. All respondents perceive the social climate to be satisfactory and the services provided by the university. College social conditions were conducive for students, tolerance and social cohesion were found every day (Table 4).
Student level of satisfaction
Students were entirely satisfied with higher education services. Analysis of variance (ANOVA) was used to determine the differences in student satisfaction tests with college academic services (Table 5).
Table 4) Indonesian University Services Questionnaire Item Calibration
Table 5) University student’s satisfaction level
Discussion
The level of student satisfaction is included in the moderate level of satisfaction category. The level of student satisfaction can be demonstrated by good service and sustainability [12]. The level of happiness will affect the administrative process and college services to students [13]. Indonesian Islamic universities need to improve the quality of academic services to students. Good academic services can increase convenience, service satisfaction and customer loyalty [14, 15].
Student satisfaction is influenced by three dimensions: explicit service, implicit service, and social climate. Student satisfaction is related to the guarantee of teaching staff in providing a sense of competence, confidence, and professionalism. The social climate is a dimension that affects student satisfaction with academic services at universities. Social integration in academic services can encourage student relationships, social support and self-awareness. Social integration with good environmental support can lead to student confidence in higher education [16].
IHEIs need to consider academic services and social climate in determining student satisfaction. A good social environment tends to prevent students from dropping out of college. Social climate plays an important role in realizing happiness and learning in the classroom [17, 18]. Higher education institutions can influence the social climate and affect student satisfaction [19]. The social climate is not a construct but has been developed to measure the services provided [20].
Additional facilities and services are two dimensions that are considered challenging to fulfill. Universities' additional services can eliminate and reduce the promotion of universities to the community [21, 22]. Additional services provided by universities can provide students with experiences [23]. Physical facilities are a common problem in increasing overall satisfaction with service quality. Physical facilities are an unsatisfactory factor because students in research get low grades.
Students in the Lecture and tutorial dimensions perceive it easy and challenging to provide satisfaction with services. However, lectures and tutorials have high satisfaction scores among students. IHEI must improve the curriculum to provide interactive learning methods to create a more effective and efficient classroom environment. Universities need to improve the curriculum to provide satisfaction with academic services to students [24]. Student behavior is influenced by an interactive learning environment and can improve learning outcomes. An interactive learning approach can improve students' evaluation skills [25].
Infrastructure as a peripheral service needs to be developed to improve teaching, staff capabilities, and curriculum in providing student satisfaction. Academic service satisfaction is influenced by instruction in the learning process, educational practice, teaching quality, and service facilities [26]. Student satisfaction with academic services provides an overview of perceived value and quality [27]. Implicit and explicit services are consistent in their application and provide an excellent social climate that will affect student satisfaction. Social climate can increase professionalism and progressive values [28]. Social climate needs to be periodically measured to get a good and sustainable social climate model [29].
Demographic characteristics showed significant academic service satisfaction except for gender. Therefore, IHEIs can consider gender equality in academic services to have the same level of satisfaction. Gender equality is very important in educational institutions to foster egalitarianism in higher education [30, 31]. In addition, gender equality is used to measure equal opportunity to obtain education in a country [32].
Science students tend to be more satisfied than social studies and religion students. Social students tend to be dissatisfied with the quality of religious education services. IHEIs need to consider the expectations of students in both social and religious studies to increase academic service satisfaction. IHEIs need to ensure equal opportunities and facilities for all educational study programs. Graduate students are more satisfied with academic services than undergraduate students. Academic service satisfaction of the older category graduate students had the highest level of satisfaction. The age of students is considered significant to the satisfaction of academic services [33].
Student satisfaction with academic services is indicated by facilities and services considered challenging to fulfill. For example, students consider lectures between easy and difficult to understand. The demographic characteristics indicate the level of satisfaction that overall there is a significant difference in satisfaction except for gender. State Islamic university students are more dissatisfied than university-type Islamic colleges. Universities need to pay attention to the importance of student satisfaction in academic services. Student satisfaction with academic services will affect the duration of the study, motivation, and university management.
Acknowledgment: The author would like to express his gratitude and appreciation to all the universities and their students as research participants who have kindly opened up to the data.
Ethical Permission:-
Conflicts of Interests: there is no conflict of interest.
Authors’ Contribution: Setyanti Kusumaputri E. (First Author), Introduction Writer/Main Researcher (25%); Apriliawati D. (Second Author), Assistant Researcher (25%); Latif Muslimah H. (Third Author), Assistant Researcher (25%); Sumintono B (Fourth Author), Assistant Researcher (25%).
Funding/Support: The authors express their gratitude and appreciation to UIN Sunan Kalijaga, funded this research.
Full-Text: (447 Views)
Introduction
Customer service is a commitment to customer satisfaction that leads to a positive customer perception of the organization. Organizational service quality has a strong influence on customer satisfaction [1]. Customers are the organization's main asset for the sustainability of the Institution. Organizations should facilitate good service and evaluation of the services provided. The skills of the teacher influence student satisfaction in giving lessons. Student satisfaction is one of the important factors influencing student interest in higher education.
Today's global challenges require universities in Indonesia to improve service quality to compete. The quality of university services will affect student satisfaction [2]. Universities need to consider resources to maintain and improve the quality of services provided. The quality of higher education services is one of the strategies in improving higher education academic services to students [3]. Universities have prepared graduates to meet the needs of the business world and industry to positively impact the image of universities [4]. The development of higher education growth affects the competition in obtaining students. If they cannot provide and manage resources properly, universities will hinder the development of higher education institutions. Higher education has a paradigm that tends to be business-oriented. Colleges place students as customers. Therefore, student satisfaction provides several positive benefits for universities. The process to achieve student satisfaction is one of the important factors in the development of higher education [5]. So that student satisfaction with academic services is needed by universities to be used as proof of the process [6].
Higher education competition creates global challenges for institutional managers to improve service quality. Global challenges are changes that universities cannot avoid [7]. Higher Education Institutions (HEI) must pay attention to and benefit from the competition. The Middle East and Southeast Asia countries experience much competition between universities. University rankings in several countries use student satisfaction as an indicator of assessment. Student satisfaction is important to be answered by higher education institutions to improve the quality of academic services [8]. Colleges with top rankings will have a greater chance of attracting prospective students. The competitive climate requires Islamic universities to move towards globalization of education.
Islamic Higher Education Institutions (IHEIs) require significant funds to improve higher education institutions' academic services, responsibility, and accountability. Student satisfaction with academic services needs to benchmark IHEIs in Indonesia's global competition for higher education. Student satisfaction is an evaluation tool as an indicator of learning. The management of IHEIs, which is oriented to service quality, is the key to the success of universities in facing global competition. Service quality is a strong indicator for shaping marketing and sustainability strategies [1]. Higher education services are a weakness in the higher education environment. So that people's expectations have not been fulfilled, such as social integration and support for low-income communities. The lack of consideration of the quality of infrastructure and the academic atmosphere affects higher education quality assurance implementation.
Higher education requires the right measurement of service quality in improving the quality of academic services. Determining the right method to improve the quality and competitiveness of higher education is needed in competing in modern education. The right method will affect the loyalty of consumers (students) to invite people to join universities. Consumer loyalty is a source of long-term college profits [9]. The organization's success is a demand to achieve service quality, and the right measurement method generates the strength of universities to compete. The construction of higher education service quality creates problems in implementing the strategy. The implementation of the strategy leads to difficulties in defining and measuring service quality. This study designed methods and measuring tools to analyze student satisfaction with academic services. Student academic satisfaction is latent to measure variables that cannot be observed directly. This study also assessed student satisfaction based on demographic characteristics such as gender, major, level of study and type of Institution.
Instrument and Methods
This research uses a descriptive method. This research was conducted in six state Islamic universities in Indonesia and involved 315 students. Research data collection using a questionnaire. The variables in the study include lectures, counseling, comfort, additional services, hidden services, explicit services, and social atmosphere. The students involved consisted of six state Islamic universities, five on the island of Java and one on the island of Sumatra. The data was obtained by using a questionnaire distributed via a google form. The consent sheet as a respondent is available in a questionnaire distributed using a google form. The data obtained were processed using the RASH model with WINSTEPS 3.73 verification and data cleaning (Table 1).
Table 1) Characteristics of respondents
Instrumentation
This research is conducted in two steps. The first stage is based on a theoretical review of student perceptions of academic services, and the second stage is based on the opinion of experts. The first stage consists of 86 questions in six dimensions. The first dimension of lectures consists of 10 indicator items. The second dimension contains college facilities consisting of 12 items. The third dimension contains additional services consisting of 12 items. The fourth dimension of explicit service consists of 23 items. The fifth dimension of implicit service consists of 19 items. The sixth dimension of universities' social climate and demographics consists of 12 items. The first dimension has three sub-dimensions: curriculum, materials, and learning environment in the classroom. The second dimension consists of student support facilities, general support facilities, laboratories, and maintenance. The fourth dimension supports facilities that indirectly support the learning process, such as canteens, health clinics, etc. Finally, the sixth dimension of implicit and explicit services is categorized as intangible services provided by universities.
In the second stage, psychometricians analyzed the suitability of constructs, dimensions, sub-dimensions, and item substance). The opinion of the experts changed the results of sub-dimensions in research such as lectures and tutorials into ten items, physical goods and facilities into ten items, additional services into eight items, explicit services into 15 items, and implicit services into 17 social climates into 11 items.
RASCH Measurement Model
The RASH model is used in this study to verify the measurement of service quality variables. Rash's model only focuses on student perceptions and gains satisfaction with the dimensions of academic service. In addition, the RASCH model can develop and validate research instruments [10]. The following procedure is the educational leadership process, affecting academic services [11]. Finally, the RASCH model can determine and evaluate comprehensive education. The data obtained are raw scores with intervals to produce the right measurement scale and evidence units.
The collected data is automatically converted into
ordinal data with a Linkert scale. The measurement process was calibrated with a model to determine the relationship between difficulty and personnel satisfaction.
Validity and Reliability
The logit value was stated as 0.99, indicating the respondent's satisfaction with the college's academic services. Service to students was widespread, indicated by the standard deviation of 1.48. The IUSQ instrument showed a value of 44.7%, which means the quantity of the dimensions was very good (Table 2).
Table 2) Respondent statistics
Customer service is a commitment to customer satisfaction that leads to a positive customer perception of the organization. Organizational service quality has a strong influence on customer satisfaction [1]. Customers are the organization's main asset for the sustainability of the Institution. Organizations should facilitate good service and evaluation of the services provided. The skills of the teacher influence student satisfaction in giving lessons. Student satisfaction is one of the important factors influencing student interest in higher education.
Today's global challenges require universities in Indonesia to improve service quality to compete. The quality of university services will affect student satisfaction [2]. Universities need to consider resources to maintain and improve the quality of services provided. The quality of higher education services is one of the strategies in improving higher education academic services to students [3]. Universities have prepared graduates to meet the needs of the business world and industry to positively impact the image of universities [4]. The development of higher education growth affects the competition in obtaining students. If they cannot provide and manage resources properly, universities will hinder the development of higher education institutions. Higher education has a paradigm that tends to be business-oriented. Colleges place students as customers. Therefore, student satisfaction provides several positive benefits for universities. The process to achieve student satisfaction is one of the important factors in the development of higher education [5]. So that student satisfaction with academic services is needed by universities to be used as proof of the process [6].
Higher education competition creates global challenges for institutional managers to improve service quality. Global challenges are changes that universities cannot avoid [7]. Higher Education Institutions (HEI) must pay attention to and benefit from the competition. The Middle East and Southeast Asia countries experience much competition between universities. University rankings in several countries use student satisfaction as an indicator of assessment. Student satisfaction is important to be answered by higher education institutions to improve the quality of academic services [8]. Colleges with top rankings will have a greater chance of attracting prospective students. The competitive climate requires Islamic universities to move towards globalization of education.
Islamic Higher Education Institutions (IHEIs) require significant funds to improve higher education institutions' academic services, responsibility, and accountability. Student satisfaction with academic services needs to benchmark IHEIs in Indonesia's global competition for higher education. Student satisfaction is an evaluation tool as an indicator of learning. The management of IHEIs, which is oriented to service quality, is the key to the success of universities in facing global competition. Service quality is a strong indicator for shaping marketing and sustainability strategies [1]. Higher education services are a weakness in the higher education environment. So that people's expectations have not been fulfilled, such as social integration and support for low-income communities. The lack of consideration of the quality of infrastructure and the academic atmosphere affects higher education quality assurance implementation.
Higher education requires the right measurement of service quality in improving the quality of academic services. Determining the right method to improve the quality and competitiveness of higher education is needed in competing in modern education. The right method will affect the loyalty of consumers (students) to invite people to join universities. Consumer loyalty is a source of long-term college profits [9]. The organization's success is a demand to achieve service quality, and the right measurement method generates the strength of universities to compete. The construction of higher education service quality creates problems in implementing the strategy. The implementation of the strategy leads to difficulties in defining and measuring service quality. This study designed methods and measuring tools to analyze student satisfaction with academic services. Student academic satisfaction is latent to measure variables that cannot be observed directly. This study also assessed student satisfaction based on demographic characteristics such as gender, major, level of study and type of Institution.
Instrument and Methods
This research uses a descriptive method. This research was conducted in six state Islamic universities in Indonesia and involved 315 students. Research data collection using a questionnaire. The variables in the study include lectures, counseling, comfort, additional services, hidden services, explicit services, and social atmosphere. The students involved consisted of six state Islamic universities, five on the island of Java and one on the island of Sumatra. The data was obtained by using a questionnaire distributed via a google form. The consent sheet as a respondent is available in a questionnaire distributed using a google form. The data obtained were processed using the RASH model with WINSTEPS 3.73 verification and data cleaning (Table 1).
Table 1) Characteristics of respondents
Instrumentation
This research is conducted in two steps. The first stage is based on a theoretical review of student perceptions of academic services, and the second stage is based on the opinion of experts. The first stage consists of 86 questions in six dimensions. The first dimension of lectures consists of 10 indicator items. The second dimension contains college facilities consisting of 12 items. The third dimension contains additional services consisting of 12 items. The fourth dimension of explicit service consists of 23 items. The fifth dimension of implicit service consists of 19 items. The sixth dimension of universities' social climate and demographics consists of 12 items. The first dimension has three sub-dimensions: curriculum, materials, and learning environment in the classroom. The second dimension consists of student support facilities, general support facilities, laboratories, and maintenance. The fourth dimension supports facilities that indirectly support the learning process, such as canteens, health clinics, etc. Finally, the sixth dimension of implicit and explicit services is categorized as intangible services provided by universities.
In the second stage, psychometricians analyzed the suitability of constructs, dimensions, sub-dimensions, and item substance). The opinion of the experts changed the results of sub-dimensions in research such as lectures and tutorials into ten items, physical goods and facilities into ten items, additional services into eight items, explicit services into 15 items, and implicit services into 17 social climates into 11 items.
RASCH Measurement Model
The RASH model is used in this study to verify the measurement of service quality variables. Rash's model only focuses on student perceptions and gains satisfaction with the dimensions of academic service. In addition, the RASCH model can develop and validate research instruments [10]. The following procedure is the educational leadership process, affecting academic services [11]. Finally, the RASCH model can determine and evaluate comprehensive education. The data obtained are raw scores with intervals to produce the right measurement scale and evidence units.
The collected data is automatically converted into
ordinal data with a Linkert scale. The measurement process was calibrated with a model to determine the relationship between difficulty and personnel satisfaction.
Validity and Reliability
The logit value was stated as 0.99, indicating the respondent's satisfaction with the college's academic services. Service to students was widespread, indicated by the standard deviation of 1.48. The IUSQ instrument showed a value of 44.7%, which means the quantity of the dimensions was very good (Table 2).
Table 2) Respondent statistics
There were four rating scales, and there was no threshold of confusion. In addition, all rating scales work well, showing that it was easy for respondents to understand all ratings (Table 3).
Table 3) The Statistical Information of the Grade Scale Model Category
Findings
IUSQ item calibration
Additional facilities and services are two constructions that students consider challenging to fulfill. This shows that some college academic services have satisfied students and need improvement. All respondents perceive the social climate to be satisfactory and the services provided by the university. College social conditions were conducive for students, tolerance and social cohesion were found every day (Table 4).
Student level of satisfaction
Students were entirely satisfied with higher education services. Analysis of variance (ANOVA) was used to determine the differences in student satisfaction tests with college academic services (Table 5).
Table 4) Indonesian University Services Questionnaire Item Calibration
Table 5) University student’s satisfaction level
Discussion
The level of student satisfaction is included in the moderate level of satisfaction category. The level of student satisfaction can be demonstrated by good service and sustainability [12]. The level of happiness will affect the administrative process and college services to students [13]. Indonesian Islamic universities need to improve the quality of academic services to students. Good academic services can increase convenience, service satisfaction and customer loyalty [14, 15].
Student satisfaction is influenced by three dimensions: explicit service, implicit service, and social climate. Student satisfaction is related to the guarantee of teaching staff in providing a sense of competence, confidence, and professionalism. The social climate is a dimension that affects student satisfaction with academic services at universities. Social integration in academic services can encourage student relationships, social support and self-awareness. Social integration with good environmental support can lead to student confidence in higher education [16].
IHEIs need to consider academic services and social climate in determining student satisfaction. A good social environment tends to prevent students from dropping out of college. Social climate plays an important role in realizing happiness and learning in the classroom [17, 18]. Higher education institutions can influence the social climate and affect student satisfaction [19]. The social climate is not a construct but has been developed to measure the services provided [20].
Additional facilities and services are two dimensions that are considered challenging to fulfill. Universities' additional services can eliminate and reduce the promotion of universities to the community [21, 22]. Additional services provided by universities can provide students with experiences [23]. Physical facilities are a common problem in increasing overall satisfaction with service quality. Physical facilities are an unsatisfactory factor because students in research get low grades.
Students in the Lecture and tutorial dimensions perceive it easy and challenging to provide satisfaction with services. However, lectures and tutorials have high satisfaction scores among students. IHEI must improve the curriculum to provide interactive learning methods to create a more effective and efficient classroom environment. Universities need to improve the curriculum to provide satisfaction with academic services to students [24]. Student behavior is influenced by an interactive learning environment and can improve learning outcomes. An interactive learning approach can improve students' evaluation skills [25].
Infrastructure as a peripheral service needs to be developed to improve teaching, staff capabilities, and curriculum in providing student satisfaction. Academic service satisfaction is influenced by instruction in the learning process, educational practice, teaching quality, and service facilities [26]. Student satisfaction with academic services provides an overview of perceived value and quality [27]. Implicit and explicit services are consistent in their application and provide an excellent social climate that will affect student satisfaction. Social climate can increase professionalism and progressive values [28]. Social climate needs to be periodically measured to get a good and sustainable social climate model [29].
Demographic characteristics showed significant academic service satisfaction except for gender. Therefore, IHEIs can consider gender equality in academic services to have the same level of satisfaction. Gender equality is very important in educational institutions to foster egalitarianism in higher education [30, 31]. In addition, gender equality is used to measure equal opportunity to obtain education in a country [32].
Science students tend to be more satisfied than social studies and religion students. Social students tend to be dissatisfied with the quality of religious education services. IHEIs need to consider the expectations of students in both social and religious studies to increase academic service satisfaction. IHEIs need to ensure equal opportunities and facilities for all educational study programs. Graduate students are more satisfied with academic services than undergraduate students. Academic service satisfaction of the older category graduate students had the highest level of satisfaction. The age of students is considered significant to the satisfaction of academic services [33].
Student satisfaction with academic services is indicated by facilities and services considered challenging to fulfill. For example, students consider lectures between easy and difficult to understand. The demographic characteristics indicate the level of satisfaction that overall there is a significant difference in satisfaction except for gender. State Islamic university students are more dissatisfied than university-type Islamic colleges. Universities need to pay attention to the importance of student satisfaction in academic services. Student satisfaction with academic services will affect the duration of the study, motivation, and university management.
Acknowledgment: The author would like to express his gratitude and appreciation to all the universities and their students as research participants who have kindly opened up to the data.
Ethical Permission:-
Conflicts of Interests: there is no conflict of interest.
Authors’ Contribution: Setyanti Kusumaputri E. (First Author), Introduction Writer/Main Researcher (25%); Apriliawati D. (Second Author), Assistant Researcher (25%); Latif Muslimah H. (Third Author), Assistant Researcher (25%); Sumintono B (Fourth Author), Assistant Researcher (25%).
Funding/Support: The authors express their gratitude and appreciation to UIN Sunan Kalijaga, funded this research.
Article Type: Descriptive & Survey |
Subject:
Health Media
Received: 2021/11/20 | Accepted: 2021/12/16 | Published: 2022/02/10
Received: 2021/11/20 | Accepted: 2021/12/16 | Published: 2022/02/10
References
1. Wang Y, Shi Y. Measuring the service quality of urban rail transit based on interval-valued intuitionistic fuzzy model. KSCE J Civil Eng. 2020. [Link] [DOI:10.1007/s12205-019-0937-x]
2. Butt S. Service quality assessment and student satisfaction in business schools: Mediating role of perceived value. Malays Online J Educ Manag. 2021;9(1). [Link]
3. Kim J, Kim M. Conceptualization and assessment of E-service quality for luxury brands. Serv Indust J. 2018;40(5-6):436-70. [Link] [DOI:10.1080/02642069.2018.1517755]
4. Kardoyo, Pitaloka LK, Rozman, Hapsoro BB. Analyzing universities service quality to student satisfaction; academic and non-academic analyses. Int J Higher Educ. 2020;9(1):126-32. [Link] [DOI:10.5430/ijhe.v9n1p126]
5. Arizzi G, Breitenreiter J, Khalsa R, Iyer R, Babin LA, Griffin M. Modeling business student satisfaction : utilitarian value and hedonic value as drivers of satisfaction modeling business student satisfaction : utilitarian value and hedonic value as drivers of satisfaction. Marketing Educ Rev. 2020;30(4):196-207. [Link] [DOI:10.1080/10528008.2020.1822186]
6. Geier MT. Students' expectations and students' satisfaction: the mediating role of excellent teacher behaviors. Teach Psychol. 2020. [Link] [DOI:10.1177/0098628320959923]
7. Śledzińska-Simon A. Populists, gender, and national identity. Int J Const Law. 2020;18(2):447-54. [Link] [DOI:10.1093/icon/moaa047]
8. Luo Y, Xie M, Lian Z. Emotional engagement and student satisfaction : a study of chinese college students based on a nationally representative. Asia Pac Educ Res. 2019;28:283-92. [Link] [DOI:10.1007/s40299-019-00437-5]
9. Sun H, Rabbani MR, Ahmad N, Sial MS, Guping C, Zia-Ud-din M, Fu Q. CSR, co-creation and green consumer loyalty: are green banking initiatives important? a moderated mediation approach from an emerging economy. Sustainability (Switzerland). 2020;12(24):10688. [Link] [DOI:10.3390/su122410688]
10. Suradi NRM, Kahar S, Aziz AA, Jamaludin NAA. Construct validation for academic application in higher education institution (HEI) with RASCH model. Int J Adv Trends Comput Sci Eng. 2020;160-66. [Link] [DOI:10.30534/ijatcse/2020/24912020]
11. Mohamed A, Abdullah Z, Razak AZA. Validation of an instrument for measuring integrated principal leadership practices. Malays Online J Educ Manag. 2021;9(1). [Link]
12. Mandhani J, Nayak JK, Parida M. Interrelationships among service quality factors of Metro Rail Transit System : An integrated Bayesian networks and PLS-SEM approach. Transport Res Part A. 2020;140:320-36. [Link] [DOI:10.1016/j.tra.2020.08.014]
13. Heng Y, Yao A, Locke EA, Jamal M. On a combined theory of pay level satisfaction. J Organ Behav. 2018;39(4):448-61. [Link] [DOI:10.1002/job.2243]
14. Hong S, Choi D, Chae J. Exploring different airport users' service quality satisfaction between service providers and air travelers. J Retail Consum Serv. 2020;52:101917. [Link] [DOI:10.1016/j.jretconser.2019.101917]
15. Slack NJ. The effect of service quality on customer satisfaction and loyalty and the mediating role of customer satisfaction Supermarkets in Fiji. TQM J. 2020;32(3):543-58. [Link] [DOI:10.1108/TQM-07-2019-0187]
16. Appau S, Churchill SA, Farrell L. Social integration and subjective wellbeing. Appl Econ. 2019;51(16):1748-61. [Link] [DOI:10.1080/00036846.2018.1528340]
17. Finell E, Tolvanen A, Haverinen-shaughnessy U, Laaksonen S, Karvonen S, Sund R, et al. Science of the Total Environment Indoor air problems and the perceived social climate in schools: A multilevel structural equation analysis. Sci Total Environ. 2018;624:1504-12. [Link] [DOI:10.1016/j.scitotenv.2017.12.126] [PMID]
18. Yusoff SM, Tengku-Ariffin TF. Looking after teacher wellbeing: does teacher empowerment matter?. Malays Online J Educ Manag. 2020;8:4. [Link] [DOI:10.22452/mojem.vol8no4.3]
19. Leipoldt JD, Harder AT, Kayed NS, Grietens H. Children and youth services review determinants and outcomes of social climate in therapeutic residential youth care: a systematic review. Child Youth Serv Rev. 2019;99:429-40. [Link] [DOI:10.1016/j.childyouth.2019.02.010]
20. Robinson J, Craig LA, Tonkin M. Perceptions of social climate and aggressive behavior in forensic services: a systematic review. Trauma Violence Abuse. 2018;19(4):391-405. [Link] [DOI:10.1177/1524838016663936] [PMID]
21. Kumar A, Meena NK, Bansal RC, Kumar P. Strategic integration of battery energy storage systems with the provision of distributed ancillary services in active distribution systems. Appl Energy. 2019;253:113503. [Link] [DOI:10.1016/j.apenergy.2019.113503]
22. Wang H, Wang S, Tang R. Development of grid-responsive buildings: Opportunities, challenges, capabilities and applications of HVAC systems in non-residential buildings in providing ancillary services by fast demand responses to smart grids. Appl Energy. 2019;250:697-712. [Link] [DOI:10.1016/j.apenergy.2019.04.159]
23. Cui Y, Duenyas I, Sahin O. Manufacturing & service operations management unbundling of ancillary service: how does price discrimination of main service matter?. Manuf ServOperat Manag. 2018;20. [Link] [DOI:10.1287/msom.2017.0646]
24. Wijngaards-de Meij L, Merx S. Improving curriculum alignment and achieving learning goals by making the curriculum visible. Int J Acad Dev. 2018;23(3):219-31. [Link] [DOI:10.1080/1360144X.2018.1462187]
25. Parsazadeh N, Ali R, Rezaei M. Computers & Education A framework for cooperative and interactive mobile learning to improve online information evaluation skills. Comput Educ. 2018;120:75-89. [Link] [DOI:10.1016/j.compedu.2018.01.010]
26. Singh S, Jasial SS. Moderating effect of perceived trust on service quality - student satisfaction relationship: evidence from Indian higher management education institutions. J Market High Educ. 2021;31(2):280-304. [Link] [DOI:10.1080/08841241.2020.1825029]
27. Lin L, Huang Z, Othman B, Luo Y. Let's make it better: An updated model interpreting international student satisfaction in China based on PLS-SEM approach. PLOS ONE. 2020. [Link] [DOI:10.1371/journal.pone.0242583] [PMID] [PMCID]
28. Bennett J, Shuker R. Hope, harmony and humanity: creating a positive social climate in a democratic therapeutic community prison and the implications for penal practice. J Crim Psychol. 2017;8(4). [Link] [DOI:10.1108/JCP-06-2017-0030]
29. Bell N, Tonkin M, Chester V, Craig L. Adapting measures of social climate for use with individuals with intellectual developmental disability in forensic settings. Psychol, Crim Law. 2018;24(4):362-78. [Link] [DOI:10.1080/1068316X.2017.1298761]
30. Gupta GR, Oomman N, Grown C, Conn K, Hawkes S, Shawar YR, et al. Gender equality and gender norms: framing the opportunities for health. Lancet. 2019;393(10190):2550-62. [Link] [DOI:10.1016/S0140-6736(19)30651-8]
31. Miotto G, Polo Lopez M, Rom Rodríguez J. Gender equality and UN sustainable development goals: priorities and correlations in the top business schools ' communication and legitimation strategies. Sustainability. 2019;11(2):302. [Link] [DOI:10.3390/su11020302]
32. Brown GR, Alexandersen K. Gender equality and gender gaps in mathematics performance. Trends Cognit Sci. 2020;24(8):591-3. [Link] [DOI:10.1016/j.tics.2020.06.002] [PMID]
33. Mumtaz MZ, Smith ZA. The behavior of household finance on demographic characteristics in Pakistan. Econ Res Ekonomska Istraživanja. 2021;34(1):1409-27. [Link] [DOI:10.1080/1331677X.2020.1825107]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |