BRECHA SEGÚN EL MODELO SERVQUAL ENTRE LAS EXPECTATIVAS Y LAS PERCEPCIONES DE LOS ESTUDIANTES CON RESPECTO A LOS SERVICIOS EDUCATIVOS EN LA UNIVERSIDAD NACIONAL DE CHIMBORAZO

René Basantes Avalos, Alexander Vinueza Jara, Jhonny Mauricio Coronel Sánchez, Eduardo Davalos Mayorga, Gloria Elizabeth Miño Cascante

Resumen


de la capacitación proporcionada es un factor esencial para evaluar la calidad de la educación. El objetivo de este estudio fue determinar la brecha entre las expectativas de los estudiantes y las percepciones de los servicios educativos que se les brinda en la Universidad Nacional de Chimborazo. Se realizó un estudio de tipo transversal, y  se seleccionaron  a 320 estudiantes a través  del muestreo aleatorio estratificado. Los  datos  fueron recopilados mediante el cuestionario SERVQUAL para examinar las áreas de seguridad, receptividad, empatía, elementos tangibles y confianza. Se utilizó la estadística descriptiva (frecuencia, porcentaje, media ± DE) y analítica (prueba t comparada, prueba-T independiente y ANOVA de una vía) en SPSS 20. Los puntajes promedio de las expectativas y percepciones de los estudiantes sobre los servicios educativos que se les entregaron fueron 4.34 ± 0.63 y 3.56 ± 0.68, respectivamente, con una brecha significativa, negativa (-0.77 ± 0.77, p <0.001). La menor brecha de calidad se obtuvo para la seguridad (-0,65) seguida de la confiabilidad (-0,69), la responsabilidad (-0,74) y la empatía (-0,81) y la mayor brecha observada en los elementos tangibles (-0,96) Se observó una brecha negativa entre las expectativas de los estudiantes y las percepciones sobre la calidad de los servicios educativos que se les brindan. Esto significa que la calidad de los servicios entregados a los estudiantes fue menor de lo que esperaba. La brecha más alta estuvo relacionada con los tangibles. Para mejorar los servicios educativos, es necesario prestar atención a las diferentes áreas de calidad de los servicios educativos, especialmente los tangibles.

PALABRAS CLAVE: Calidad; Satisfacción; Modelo SERVQUAL. 

GAP ACCORDING TO THE SERVQUAL MODEL BETWEEN THE EXPECTATIONS AND THE PERCEPTIONS OF THE STUDENTS WITH RESPECT TO THE EDUCATIONAL SERVICES IN THE NATIONAL UNIVERSITY OF CHIMBORAZO 

ABSTRACT 

Awareness of students’ opinions about the various aspects of training provided is an essential factor to evaluate the quality of education. The aim of this study was to determine the gap between the students’ expectations and perceptions from the educational services provided to them in the University National of Chimborazo. In this cross-sectional study, 320 students were selected by stratified random sampling method and data were collected by SERVQUAL question naire to examine the areas of assurance, responsiveness, empathy, tangibles and confidence. Data analysis was conducted by descriptive (frequency, percentage, mean±SD) and analytical (paired t-test, independent ttest and One-Way ANOVA) statistics in SPSS20. The mean scores of the students’ expectations and perceptions of the educational services delivered to them were 4.34±0.63 and 3.56±0.68, respectively, with a significant, negative gap (–0.77±0.77, p<0.001). The lowest gap of quality was derived for assurance (-0.65) followed by reliability (-0.69), accountability (-0.74), and empathy (0.81), and the greatest gap observed in tangibles (-0.96).A negative gap was observed between the students’ expectations and perceptions of the quality of educational services delivered to them. This means that the quality of services delivered to students was less than what they expected. The highest gap was related to the tangibles. In order to improve the educational services, paying attention to different areas of quality of educational services, especially, the tangibles, is necessary.

KEYWORDS: Quality; Satisfaction; SERVQUAL Model.


Texto completo:

PDF

Referencias


Abbasian M, Chaman R, Mousavi S, Amiri M, Taromsar MG, Maleki F, et al. Gap analysis between students' perceptions and expectations of quality of educational services using Servqual model. Qom Uni Med Sci J. 2013;7(2): 2-9.

Aghamolaei T, Eftekhaari TE, Rafati S, Kahnouji K, Ahangari S, Shahrzad ME, et al.service quality assessment of a referral hospital in southern Iran with SERVQUAL technique: patients' perspective. BMC Health Serv Res. 2014; 14:322.

Al Qahtani S. Students' knowledge of, and attitudes toward, mentoring: a case study at the Master's Program in Health and Hospital Administration. Adv Med EducPract. 2015; 6:149-52.

Al-Momani MM. Gap Analysis between perceptions and expectations of medicalsurgical patients in a public hospital in Saudi Arabia. Med PrincPract. 2016; 25(1):7984.

Danaei SM, Mazareie E, Hosseininezhad S, Nili M. Evaluating the clinical quality of departments as viewed by juniors and seniors of Shiraz dental school. J Educ Health Promot. 2015; 4:75.

Fiedler R, Degenhardt M, Engstrom JL. Systematic preparation for teaching in a nursing doctor of philosophy program. J Prof Nurs. 2015; 31(4):305-10.

Gorji H, Tabatabaei S, Akbari A, Sarkhosh S, Khorasan S. Using the service quality gap's model (SERVQUAL) in Imam Khomeini teaching hospital: 2012. Journal of Health Administration (JHA). 2013; 16(5):7-18.

Kebriaei A, Akbari F. Quality gap of educational services at Zahedan University of Medical Sciences, Iran. Bangladesh Med Res Counc Bull. 2008; 34(3):76-80.

Lim PC, Tang NK. A study of patients’ expectations and satisfaction in Singapore hospitals. Int J Health Care Qual Assur IncLeadersh Health Serv. 2000; 13(6– 7):290– 99.

Mohammadnia M, Delgoshaei B, Tofighi S, Riahi L, Omrani A. Survey on nursing service quality by SERVQUAL at Tehran social security organization hospitals. Hospital. 2010; 8(3):68–73.

Mostafa MM. An empirical study of patients’ expectations and satisfactions in Egyptian hospitals. Int J Health Care Qual Assur IncLeadersh Health Serv. 2005; 18(7):516–32.

Mukhopadhyay DK. Students' perception of quality of medical education in a medical college in west Bengal, India. Indian J Public Health. 2016; 60(1):4-9.

Nabilou B, Khorasani-Zavareh D. The bridge between real and ideal: students perception on quality gap in reality and their educational expectations. Iran Red Crescent Med J. 2014; 16(9):e14254

Nadi A, Shojaee J, Abedi G, Siamian H, Abedini E, Rostami F. Patients' expectations and perceptions of service quality in the selected hospitals. Med Arch. 2016; 70(2):13539

Nekoei-Moghadam M, Amiresmaili M. Hospital services quality assessment hospitals of Kerman University of Medical Sciences, as a tangible example of a developing country. Int J Health Care Qual Assur. 2011; 24(1):57-66.

Petruzzellis L, D'Uggento AM, Romanazzi S. Student satisfaction and quality of service in Italian universities. ManagServ Qual. 2006; 16(4):349-64.

Rahim Khanli M, Daneshmandi H, Choobineh A. The students' viewpoint on the quality gap in educational services. J Adv Med Educ Prof. 2014; 2(3):114-19.

RanjbarEzzatabadi M, Bahrami MA, ZareAhmadabadi H, Nasiri S, Arab M, Hadizadeh F, et al. Gap analysis between perceptions and expectations of service recipients through Servqual approach in Yazd, Afshar Hospital. TolooeBehdasht. 2010; 9(2, 3):75–86.

Reuterswärd M, Hylander I. Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams. Scand J Caring Sci. 2016.

Rezaei S, Matin BK, Moradi K, Bijan B, Fallahi M, Shokati B, et al. Measurement of Quality of Educational Hospital Services by the SERVQUAL Model: The Iranian Patients' Perspective. Electronic Physician. 2016; 8(3):2101-06.

Sabahi-Bidgoli M, Mousavi SGA, Kebriaei A, Seyyedi SH, Shahri S, Atharizadeh M. The quality of hospital services in Kashan educational hospitals during 2008-9: the patients' viewpoint. KAUMS Journal (FEYZ). 2011; 15(2):146-52.

Shams A, Yarmohammadian MH, AbbarikHH.Determination of rate of customer focus in educational programs at Isfahan University of Medical Sciences(1) based on students' viewpoints. J Educ Health Promot. 2012; 1:24.

Snelgrove H, Familiari G, Gallo P, Gaudio E, Lenzi A, Ziparo V, et al. The challenge of reform: 10 years of curricula change in Italian medical schools. Med Teach. 2009; 31(12):1047-55.

Ujiie Y, Okada H. Factors affecting the use of complementary and alternative medicine among Japanese university students. J Complement Integr Med. 2015; 12(1):89-94.

Yazdi NA, Ganjouyi FA, Pouyanfard A. Evaluation of the quality of educational services in the physical education faculties of Islamic Azad universities from the viewpoint of students. Eur J Exp Biol. 2013; 3(1):166–73.


Enlaces refback

  • No hay ningún enlace refback.


Licencia Creative Commons
Este trabajo está licenciado bajo una Licencia Internacional Creative Commons 4.0 Atribución .

Publicación bajo licencia

Índice Compuesto de Difusión Secundaria(ICDS)=5.9/10.0

Índice de citas h=14, i10=21

Procedencia geográfica de nuestros lectores

Map