The study of service-quality model for the learning-resource of vocational education －A case of the Air Force Institute of Technology

• Main Author: 趙德榮
• Other Authors: 李樑堅
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/08434121359203276519

碩士 === 義守大學 === 管理科學研究所 === 92 === Abstract After promoted to a college, the Air Force Institute of Technology once has been applied “Balance Score Card” to construct the vision, mission, and goal of its own. By doing so, the authority attempted to establish more effective evaluation indicators of the development of the school’s administrative affairs from a top-down perspective. But it was incomplete in the sence that we didn’t discuss the expectations, feelings, and real needs of learning resources from internal or external customers’ angles. Thus, the cord of this study is to establish the evaluation model of service quality. Locating the track for improvement is the major motivation In terms of quality evaluation of customer-centered school’s service, there is no complete evaluation model in Taiwan so far. Comparing various evaluation models, the study finally adopted the model developed by Parasuraman,Zeithmal,and Berry. Based on Deming''s 14 Points, Malcolm Baldrige’s education quality indicators, and other related literatures, the study developed its research basis. After refined by item analysis and factor analysis, and adjusted through focus group interview, the pilot-test questionnaire was extracted to several dimensions and induced to gap model to form the final questionnaire. Next, the study applied SPSS statistics software package to proceed reliability analysis, descriptive analysis, t-test, and one-way ANOVA. Through stratified random sampling, 1564 copies of questionnaires were returned among which 1780 copies were issued. Out of the 1564 copies, there were 1370 effective respondents, accounting for 87.6%. The service quality of learning resources reaches 0.9225 on the reliability analysis of the “expectation” aspect. Likewise, it reaches 0.9398 on the reliability analysis of the “real feeling” aspect. After statistically empirical analysis, the important results are listed as follows: 1.Customers’ responses have significant differences on the five dimensions, including 40 dimension questions, of the “cognition” aspect of service quality of learning resources. 2.Both the internal and external customers have significant differences on the perceived gap of service quality. GAP2, gap between management cognition and service specification, is the commonly primary gap. The secondary gap for external customers is GAP1, the gap between the expectation of internal and external customers and the cognition of the school authority. The secondary gap for internal customers is GAP3, the gap between service specification and service provider. 3.The population background has significant differences on each research dimension. The students, re-trainees, staff, and faculty also partially reach significant differences on the research variables. The study can expectedly achieve the purpose that theory and practice can combined each other. The study suggests the ways for the school authority to make some improvement for the gaps on service quality ,set up a better future policy for the service quality of learning resources, and, moreover, establish a set of reference model to enhance service quality in order to facilitate learning effects.